Program Background


We Teach Science is an organization that connects public middle and high school students with Science, Technology, Engineering and Math professionals for Remote Tutoring and Mentoring (RTM) sessions. The goal of the RTM program is to help students identified as being at risk of failing math to succeed through supportive guidance in math, individual-level attention, and exposure to how math is used outside of the classroom.

  • 8 School Districts participated in the program.
    • In Texas: Carrollton Farmer’s Branch School District and Irving Independent School District.
    • In California: Berryessa Union School District, Eastside Union High School District, Oakland Unified School District, Pacifica School District, San Leandro Unified School District, and Sunnyvale School District.
  • 346 student-mentor pairs were evaluated in the program from September 2014 to May 2015.
  • 3,551+ hours of math mentoring and tutoring were executed over the academic calendar.
  • Mentors attended 87% of their sessions on average, similar to last year.
  • Students attended 90% of their sessions on average.
  • Student demographics:
    • Gender: 53% male and 47% female.
    • Race: 8% African American, 57% Hispanic, 14% White, 7% Asian, 3% Two or More Races, 11% other.
    • 20% English Language Learners.
    • 8% students with special needs.
    • 56% students qualified for free or reduced lunch program.

Measured Success

  • In over 80% of its districts WTS showed a measured impact. On a variety of measures including Texas STAAR, California SBAC, and grades, WTS students’ performance exceeded the comparison group with a minimum detectable effect size (MDES) ranging from 0.28-1.3[1][2].
  • 62% of RTM students increased their mathematics knowledge and skills, and 46% exceeded the national 50th percentile i-Ready growth score on our valid and reliable assessment, i-Ready[3].
  • In general, RTM students performed better than the matched peers on state assessments or on grades.
  • Science RTM students performance better than their peers on RTM science assessments.
  • The majority of the students (84%) and mentors (80%) rated the RTM program as Excellent or Good.
  • The majority of the students (67%) reported in their post survey that they were good at mathematics and would continue to be.
  • The majority of students (84%) said they were definitely or probably going to college or university.
  • Mentors improved their skills in asking questions, building mathematical understanding, mentoring, and engaging students.

Effect Size Graph

[1] What Works Clearinghouse (a government funded central and trusted source of scientific evidence for what works) refers to MDES as an effect size of 0.2 to show the smallest true effect that has a “good chance” of being found to be statistically significant.

[2] An effect size of 0.2 indicates a potential increase of students’ standardized test scores of eight percentile points. 0.4 is moderate and is an indication of a potential increase of students’ standardized test scores of 16 percentile points, and an effect size of 0.6 or greater is large and an indication of a potential increase of students’ standardized test scores of 25 percentile points or more.


[4] We Teach Science piloted changes to several elements of the RTM program at the Pacifica site during the school year. This included the science program pilot and testing the effectiveness of mentor feedback via coaches (discussed in the Mentoring Results section on Page 10). We Teach Science also experienced challenges creating a peer group to compare RTM students’ results with since we served most of the underperforming and economically underserved youth cohort at this site. These factors contributed to the reduced student growth at Pacifica.

Learn More

For more information, please download our detailed program report (Remote Tutoring and Mentoring Program Analysis 6.0)