Parent Engagement

Randomized controlled trial study conducted?

Axiom Learning

Mission

The future is too important to leave to chance. At Axiom Learning, we are transforming the future of learning by integrating science and evidence with pedagogy to develop the best educational approaches, frameworks, methods, tool and techniques to actualize every individual learner and then scaling those approaches, methods and tools to be made as widely available as possible.

Educators hold an especially critical role in promoting and supporting trust and safety, sense of relatedness, sense of autonomy, and sense of competence. Axiom Learning's training seeks first and foremost to understand the experiences of educators and share experience-driven tools and practices.

Axiom Learning's advantages are the integration of Executive Functioning Curriculum into all lessons, the ongoing training for teachers as well as our own tutors internally, and the Global Education Team that acts as the solid and highly experienced support structure for all of Axiom's efforts.

Program Description

As a foundation for the services Axiom Learning will provide to interested parties, we have developed some of the most powerful tools available anywhere in the world which have the potential to help millions of students worldwide. Through our 1-on-1 Learning Laboratories, technology-driven, cutting-edge technology tools, our transformative set of interventions for kids with learning challenges, Axiom is dedicated to spending the next several years of our journey scaling what we have to reach as many as kids around the world as we can.

Specific to this program, Axiom Learning has provided tutoring services for K-12 schools within an urban public school district, including from September 2021 to the present with the Boston Public School District at New Mission High School and from August 2018 to the present with Summit Public Schools.

During this period, Axiom Learning’s service offerings exemplify the relevant qualifications and components we will bring to our engagement with interested parties, including:

  • Weekly small-group tutoring sessions with around seventy-five (75) students struggling throughout middle and high school
  • Direct teacher training and support
  • Support and collaboration with the school(s) in developing appropriate lessons and materials for their students
  • Clyde Hill, WAThree (3) quarterly meetings and collaboration on grant reports with school leadership to evaluate/reflect on implementation
Type of service
Tutoring Program
Year Started
2009
Headquarter Location (City, State)
Clyde Hill, WA
States of Operation
California,
Massachusetts,
New Jersey,
New York,
Washington,
Virtual
Most recent number of students served
250-499
Subject Offered
English Language Arts (ELA),
Early Literacy,
Math,
Reading,
Social Studies,
Science,
Entrepreneurship,
Test Prep
Grade Levels
Kindergarten,
1st Grade,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade,
6th Grade,
7th Grade,
8th Grade,
9th Grade,
10th Grade,
11th Grade,
12th Grade
Languages Offered
English,
Spanish,
French
Setting
During School
Out of School
Delivery Mode
Blended
In-Person
Virtual
Tutor-Student Ratio
1:1, 1:2, 1:3, 1:4, 1:5, ≥ 1:6
Number of Sessions Per Week
One day per week, Two days per week, Three days per week, Four days per week, Five days per week
Number of Minutes Per Session
30-45 minutes, 46-60 minutes, 61-90 minutes, 91-120 minutes
Number of Weeks Per Program
6 weeks or less, 7-12 weeks, 13-20 weeks, 20-38 weeks, > 38 weeks
Does your program engage with parents?
Yes
Family Engagement Description
To support scheduling, Sharing tutoring session content , Sharing academic progress, Sharing social or emotional progress, Accessing student information, Sharing at-home support suggestions, Family/Caregiver survey, Goal setting and monitoring progress toward goals
Organization Type
For Profit
Customer Type
District
Nonprofit
Parent
School
Student
Cost to District/ School/ Non-Profit
$1,200-$1,499
Type of Tutor
Teacher
Paraprofessional
Tutoring Staff
College Student
Randomized controlled trial (RCT) study conducted?
Yes
RCT effect size
30 students in intervention groups; 45 students in control groups. Effect size varied based on outcome measure; see study for details.
Quasi-experimental (QED) study conducted?
No
Contact

The information contained in the Tutoring Database is a compilation of publicly available information and information voluntarily provided by the identified organizations. THIS DATABASE AND ALL ITS CONTENTS ARE PROVIDED AS IS and are for informational purposes only. Neither Brown University nor the Annenberg Institute for School Reform at Brown University nor the National Student Support Accelerator make any guarantees, warranties, or representations as to the accuracy or completeness of the database or the information it contains, and none assume any responsibility or liability for any errors or omissions that the database may contain. Use of this database is at the sole and exclusive risk of the user, and neither Brown University, nor the Annenberg Institute for School Reform at Brown University, nor the National Student Support Accelerator shall have any liability for any claim, act, or omission arising out of or in connection with the use of the database.

The inclusion of an organization's information in the Tutoring Database does not indicate that Brown University, the Annenberg Institute for School Reform at Brown University, the National Student Support Accelerator, or any individual associated with these entities endorse or support that organization. The National Student Support Accelerator includes all tutoring programs it is aware of in the Tutoring Database. In contrast, the Accelerator uses the following inclusion criteria for academic intervention materials. To be included, interventions must: 1) have a randomized control trial or quasi-experimental study, 2) that produced an effect size of +0.20 or greater OR 3) have particularly high-quality instructional materials but do not yet have RCT or QES research.