Our Program Design is Based On Scientific Research

Since we work with the complexity of the human mind, we make sure our teaching methods are based on the best scientific research that exists–so we get lasting results as fast as possible.

MasterMind Prep Uses These “High Quality, Research-Based” Components

  • Direct Instruction and Behavior Analysis produced the largest gains of any methods studied in $1 billion Project Follow Through study by U.S. Department of Education (Adams and Englemann, 1996).
  • Precision Teaching using timed repeated fluency practice produces dramatic improvements in skills (Beck, 1979)
  • Systematic, explicit instruction using carefully structured curriculum design with repetition creates permanent learning changes (National Reading Panel, 2000, National Academy of Sciences, 1998)
  • Online learning students of all types perform better than face-to-face students in the same classes (U.S. Department of Education, 2009)
  • Academic results are no different with teaching via webcam than teaching face-to-face (Houge, 2007).
  • Scripted or highly structured lesson plans with scaffolded design improves consistency (Cohen, Kulik, & Kulik, 1982)
  • Mastery learning to a 80-90 percent standard improves achievement more than anything else (Bloom, 1984)
  • Adaptive learning software based on Knowledge Space Theory more effectively assesses and leads to mastery in mathematics than standardized approaches (Falmagne, Cosyn, Doignon, Thiery, 2006)
  • Small-group instruction in homogeneous groups accelerates learning for students (Elbaum, Vaughn, Hughes, Moody, 2000)
  • Progress monitoring using data in every session shows mastery and allows teachers to adapt quickly and “re-teach” what students don’t understand (Baker, Gersten, & Lee, 2003)
  • Students and teachers using graphic charts to plot progress make faster progress (Slocum, Street & Gilberts, 1995)
  • Teachers using three positive, praise statements for every “constructive” one and rewarding students for success leads to higher achievement (Skinner, 2005)
  • Exercises that build fluency and “automaticity” of basic skills to free memory for higher-order skills improve long-term memory leading to more successful higher-order skills (National Math Panel, U.S. Department of Education, 2008)
  • Students are taught to “think-aloud” in cooperative learning improve comprehension and problem-solving faster (National Institute of Child Health and Human Development, 2000).