An Arizona Nonprofit Agency
Aspen Tree assists economically disadvantaged families by creating technology-based education initiatives for at-risk students which equalize access to individualized mentorship, college,
and leadership training.
"Aspen Tree provides supplemental education (i.e., individualized mentorship) employing advanced technologies, economic incentives, and parental participation for at-risk high school freshmen. Our goal is to increase on-time grade promotion, high school graduation, and college enrollment by participation in the Technology Enhanced Supplemental Tutoring (TEST) program."
Core TEST Program Features
Technology Enhanced Supplemental Tutoring (TEST) is a dynamic program that will assist parents, teachers, and local education agencies in getting the most out of their students' learning experience.
Individualized Mentorship
One-on-one tutoring between mentors and students. At-risk students are paired with a peer in good academic standing or a college freshmen from their district.
Federally Funded Research
TEST would represent the first federally funded study of its kind. It asks, “What’s the role of our technology in an educational setting?”. TEST is based content analysis and demonstrable techniques.
Public Service Initiative
The TEST Program is offered to at-risk high school freshmen at no charge. This levels the playing field for low-income students by equalizing access to individualized mentorship.
Incentivized Learning
TEST is tailored to encourage students without losing their intrinsic motivation. When a student successfully completes the program they are given their tablet style computer as a reward.
Individualized Mentorship
One-on-one tutoring between mentors and students. At-risk students are paired with a peer in good academic standing or a college freshmen from their district.
Federally Funded Research
TEST would represent the first federally funded study of its kind. It asks, “What’s the role of our technology in an educational setting?”. TEST is based content analysis and demonstrable techniques.
Public Service Initiative
The TEST Program is offered to at-risk high school freshmen at no charge. This levels the playing field for low-income students by equalizing access to individualized mentorship.
Incentivized Learning
TEST is tailored to encourage students without losing their intrinsic motivation. When a student successfully completes the program they are given their tablet style computer as a reward.
TEST is Supported by:
982
Project Hours
161
Proposal Pages
18
Public Presentations
8
Community Partners
FREQUENTLY ASKED QUESTIONS
We have had many inquires about the mission of Aspen Tree and the goals of the TEST Program. Below are a few of our most popular frequently asked questions.
How is TEST innovative and set apart from other supplemental education programs?
TEST offers students economic incentives and supports adaptive learning in a digitally synchronous environment. Many current tutoring programs employ the use of technology as a means to an end whereas TEST implements Read More In a recent publication of The Economist, two Stanford professors, Sebastian Thrun and Andrew Ng, offered courses free of charge online (The Economist) 25 June, “Re-Educating Rita,” Page 10. By the time the course had begun, Thurn’s “Introduction to Artificial Intelligence” had 160,000 participants from over 190 different countries. Ng’s course on “Machine Learning” had 100,000 students enrolled. Both courses ran ten weeks and of the total participants who enrolled only 36,000 completed the semester. TEST aims to address the massive disparities in online enrollment by holding students accountable, keeping them engaged, and introducing the role of an in-person mentor while facilitating digitally synchronous tutoring. technology without losing the role of mentorship. TEST would also represent the first federally funded study of its kind.
What is the risk mitigation plan for getting the tablet back in the event tutoring is not successful or if the student drops out? What happens when a student loses the tablet (hocks it, sells it, trades it, stolen, etc.)?
All tablets will be documented and etched with a code number to the correlating student enrolled in the program. Tablets will be secured with an ESN which Read More Parents will sign an agreement on behalf of their students (minors) to be responsible for the tablet. They will be encouraged (or required) to maintain renter’s insurance that would cover the tablet in the event of theft. There must be some acknowledgment that loss of tablets will inevitably occur and will be factored into program costs. The tablet will have software where it can be remotely locked, thereby reducing the intent to steal or not return one of the tablets. Where a student loses or breaks a tablet, they are provided one replacement, then if it happens again (due to something within one’s control), it will be up to the discretion of TEST to provide another tablet or excuse the student from the program. Selling or hocking a tablet is immediate grounds for dismissal from the program and the parent will be fully liable for the financial cost to replace the tablet. will be traceable online. In the event a theft occurs the tablet will be traced to the owner and the authorities will be notified.
What evidence supports the TEST proposal? What data supports the need for this research?
Data which supports TEST principles includes forty-eight citations from research studies conducted from 2014 to the present. Problems which TEST aims to address include: 1) Dropout rates and on-time grade promotion among 9th grade students, Read More TEST will be beneficial to our target community while further expanding on current research by proposing the following demonstrable Solutions: 1) Synchronous (in-person) digital tutoring, 2) Incentivizing education with a reward-based program, 3) Accessible (in-home) tutoring and tutor mobility, 4) Individualized learning within a supplementary education service, and 5) Applying Critical Thinking and Rigorous Learning (CTRL) based curriculum. Applying these solutions will result in five demonstrable predicted Outcomes for our students. 1) Increased on-time grade promotion among 9th grade TEST students moving into their sophomore year. 2) Improved Grade Point Average and academic standing among TEST students, 3) Measurable increase in four-year high school graduation rates among TEST students, 4) Demonstrable improvement in student self-efficacy, attitudes toward education and learning, as well as plans for future college enrollment, 5) Increased performance on Arizona State testing on AIMS, AzMerit, and national college entrance exams. 2) Disparity in graduation rates of economically disadvantaged students as compared to their counterparts, 3) Disproportionate population of struggling, at-risk, and economically disadvantaged students attending South Mountain and Cesar Chavez high schools, 4) The unsuccessful nature of the asynchronous (online) digital tutoring approach and, 5) The need for further research on the successes of synchronous (in-person) digital tutoring.
How is TEST innovative and set apart from other supplemental education programs?
TEST offers students economic incentives and supports adaptive learning in a digitally synchronous environment. Many current tutoring programs employ the use of technology as a means to an end whereas TEST implements Read More In a recent publication of The Economist, two Stanford professors, Sebastian Thrun and Andrew Ng, offered courses free of charge online (The Economist) 25 June, “Re-Educating Rita,” Page 10. By the time the course had begun, Thurn’s “Introduction to Artificial Intelligence” had 160,000 participants from over 190 different countries. Ng’s course on “Machine Learning” had 100,000 students enrolled. Both courses ran ten weeks and of the total participants who enrolled only 36,000 completed the semester. TEST aims to address the massive disparities in online enrollment by holding students accountable, keeping them engaged, and introducing the role of an in-person mentor while facilitating digitally synchronous tutoring. technology without losing the role of mentorship. TEST would also represent the first federally funded study of its kind.
What is the risk mitigation plan for getting the tablet back in the event tutoring is not successful or if the student drops out? What happens when a student loses the tablet (hocks it, sells it, trades it, stolen, etc.)?
All tablets will be documented and etched with a code number to the correlating student enrolled in the program. Tablets will be secured with an ESN which Read More Parents will sign an agreement on behalf of their students (minors) to be responsible for the tablet. They will be encouraged (or required) to maintain renter’s insurance that would cover the tablet in the event of theft. There must be some acknowledgment that loss of tablets will inevitably occur and will be factored into program costs. The tablet will have software where it can be remotely locked, thereby reducing the intent to steal or not return one of the tablets. Where a student loses or breaks a tablet, they are provided one replacement, then if it happens again (due to something within one’s control), it will be up to the discretion of TEST to provide another tablet or excuse the student from the program. Selling or hocking a tablet is immediate grounds for dismissal from the program and the parent will be fully liable for the financial cost to replace the tablet. will be traceable online. In the event a theft occurs the tablet will be traced to the owner and the authorities will be notified.
How does TEST determine who gets tutoring and who does not?
Tutoring services are offered to at-risk students in our target district in order to assess the success of the TEST Program on factors such as Read More economic disadvantage and demographics– this being for research purposes related to the grant funding. Students who will receive TEST tutoring will currently be enrolled in reduced lunch prices and show other signs of at-risk status for dropping out of high school or failing to meet on-time grade promotion. Students who will not get TEST tutoring will most likely be in a control group for the purpose of validating our research findings, but may still meet the TEST qualifications listed above. All other students not included in the TEST program most likely did not meet the qualifications of the intervention, or applied after the program reached capacity.
How will TEST measure cause and effect?
TEST is introducing two new variables– the tutor and the technology. Through program analysis we will distinguish between the impacts of both variables Read More by enlisting help from a third-party evaluations team. TEST will record detailed statistics which will document the progression of the program (treatment) against the results found by a control group. We will introduce both pre and post testing to measure each students’ participation in the the TEST program to show results.
What evidence supports the TEST proposal? What data supports the need for this research?
Data which supports TEST principles includes forty-eight citations from research studies conducted from 2014 to the present. Problems which TEST aims to address include: 1) Dropout rates and on-time grade promotion among 9th grade students, Read More TEST will be beneficial to our target community while further expanding on current research by proposing the following demonstrable Solutions: 1) Synchronous (in-person) digital tutoring, 2) Incentivizing education with a reward-based program, 3) Accessible (in-home) tutoring and tutor mobility, 4) Individualized learning within a supplementary education service, and 5) Applying Critical Thinking and Rigorous Learning (CTRL) based curriculum. Applying these solutions will result in five demonstrable predicted Outcomes for our students. 1) Increased on-time grade promotion among 9th grade TEST students moving into their sophomore year. 2) Improved Grade Point Average and academic standing among TEST students, 3) Measurable increase in four-year high school graduation rates among TEST students, 4) Demonstrable improvement in student self-efficacy, attitudes toward education and learning, as well as plans for future college enrollment, 5) Increased performance on Arizona State testing on AIMS, AzMerit, and national college entrance exams. 2) Disparity in graduation rates of economically disadvantaged students as compared to their counterparts, 3) Disproportionate population of struggling, at-risk, and economically disadvantaged students attending South Mountain and Cesar Chavez high schools, 4) The unsuccessful nature of the asynchronous (online) digital tutoring approach and, 5) The need for further research on the successes of synchronous (in-person) digital tutoring.
What is the criterion for determining student success and keeping the tablet? How will you ensure the process is fair and culturally sensitive?
Based on variants between a pre and post test geared toward the students’ learning plan we will be able to determine whether or not Read More Cultural sensitivity can be accomplished by ensuring and encouraging diversity among TEST personnel, mentors, tutors and students. Fairness will be ensured by random monitoring as well as post-program TEST surveys by the tutors, students, and parents. the student has successfully completed the curriculum.
How will TEST measure cause and effect?
TEST is introducing two new variables– the tutor and the technology. Through program analysis we will distinguish between the impacts of both variables Read More by enlisting help from a third-party evaluations team. TEST will record detailed statistics which will document the progression of the program (treatment) against the results found by a control group. We will introduce both pre and post testing to measure each students’ participation in the the TEST program to show results.
How does TEST determine who gets tutoring and who does not?
Tutoring services are offered to at-risk students in our target district in order to assess the success of the TEST Program on factors such as Read More economic disadvantage and demographics– this being for research purposes related to the grant funding. Students who will receive TEST tutoring will currently be enrolled in reduced lunch prices and show other signs of at-risk status for dropping out of high school or failing to meet on-time grade promotion. Students who will not get TEST tutoring will most likely be in a control group for the purpose of validating our research findings, but may still meet the TEST qualifications listed above. All other students not included in the TEST program most likely did not meet the qualifications of the intervention, or applied after the program reached capacity.
What is the criterion for determining student success and keeping the tablet? How will you ensure the process is fair and culturally sensitive?
Based on variants between a pre and post test geared toward the students’ learning plan we will be able to determine whether or not Read More Cultural sensitivity can be accomplished by ensuring and encouraging diversity among TEST personnel, mentors, tutors and students. Fairness will be ensured by random monitoring as well as post-program TEST surveys by the tutors, students, and parents. the student has successfully completed the curriculum.
MORE INFORMATION ABOUT TEST:
MORE INFORMATION ABOUT TEST:
Team
We believe in a diverse range of personel to bring creative skills, thoughts, and ideas to the table.
Zach Frenette
Program coordinator
Michael Lyon, Ph.D.
Operations and Evaluation
Marianne Arini, Ph.D.
Principal Investigator
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Zach Frenette
Program coordinator
Michael Lyon, Ph.D.
Operations and Evaluation
Marianne Arini, Ph.D.
Principal Investigator