Research
Research supports the design of the Camelot Learning Curriculum for afterschool academic enrichment.
Camelot Learning Mathematics Intervention Program is research based. Designed to reach students whose dominant learning style is not linguistic or logical-mathematical, the two upon which traditional education is based, Camelot Learning curriculum is based on the Multiple Intelligence model of learning. The methodology employed in crafting this program focuses on effective instruction for reluctant learners, and ease of implementation for teachers and administrators. Recognizing that delivery of manipulative-rich intervention curricula is often diluted because supplies and materials are not readily available, all materials are included in Camelot Learning. Furthermore, a multiple intelligence curriculum is effective in closing the achievement gap, in that students from varied cultural backgrounds are likely to have equally varied learning styles.
The principals and standards of the National Council for Teachers of Mathematics (NCTM) are incorporated in the design of Camelot Learning, and it is motivational for students. The theoretical foundation of this math intervention program includes ongoing standards based and formative assessment.
A third party review substantiated a meaningful increase in student scores on standardized tests in an independent research study with a control group in rural, urban, and suburban public school settings. Results showed that students who participated in Camelot Learning program demonstrated a 30% increase in scores from before they began, and a 15% increase over the students in a control group.
Based on theoretical research and a third party independent study, Camelot Learning makes a difference in the acquisition of math skills for students who participate, and those students learn to express their knowledge in the format of traditional assessments.