Throughout its history,
repeated independent evaluations have shown that Project SEED instruction
has a powerful positive effect on student achievement at all levels,
particularly the upper elementary grades. Similar results were obtained
in studies conducted at a variety of Project SEED sites by a variety
of evaluators dating back to the late sixties.
A 2004 report to the U.S. Congress by a blue ribbon panel of BEST and AIR evaluated 200 well-known math and science programs. Project SEED and only one other program received the highest rating reported.
A national study covered five school districts: Camden, NJ, Dallas, Detroit,
Indianapolis and West Contra Costa. Using standardized test scores from
each of the five districts, Dr. William Webster found that the mathematics
achievement of Project SEED students was significantly higher than that
of a matched comparison group who did not receive Project SEED instruction.
The results were consistent over several grade levels and used five
different standardized tests: the California Achievement Test, the Iowa
Tests of Basic Skills, the Metropolitan Achievement Test, the Comprehensive
Test of Basic Skills, and the Stanford Achievement Test.
Perhaps the most
unique study was a longitudinal evaluation conducted over a 12-year
period. This study, which included students with up to three semesters
of Project SEED instruction in grades 4, 5, and 6, showed that the impact
on mathematics achievement was:
- Immediate - Project
SEED students outscored a matched comparison group after as little
as one semester of instruction.
- Cumulative -
The rate of growth of Project SEED students versus comparison students
increased for each semester of SEED instruction.
- Persistent -
When scores of SEED students and comparison students were compared
five years after the students' last exposure to Project SEED, the
SEED students scores on standardized mathematics tests were still
higher than those of the comparison students. Moreover, Project SEED
students took more advanced mathematics courses in secondary school
than did the comparison students and were required to repeat a grade
less often than the comparison students.
Project SEED has been
evaluated not only for the effects of its instruction but also for the
quality of its pedagogy. Dr. Glenn Latham, of the University of Utah,
was amazed at what he observed during Project SEED lessons. He reported
that "the time on task was very high, and the ratio of positive interactions
to student response opportunities was very favorable, about 1 positive
interaction for every 3 response opportunities. That is simply remarkable
by any measure."
Click here for the abstract of the most recent independent evaluation of Project SEED in the Compton schools in California.
Evaluation of Project
SEED's professional development for teachers has also been consistently
positive. In one instance, Project SEED trained over a thousand teachers
in Dallas and over 95% of those participants rated this training as
effective, very effective or extremely effective.
Project SEED have appeared in The New York Times, The Christian Science
Monitor, Newsweek, Education Week, The National School Board Journal,
and hundreds of other publications. Project SEED has been featured on
CNN, the CBS Early Show and numerous local broadcasts.
Books that feature
Project SEED as an exemplary or model program for African American and
Latino youth include:
- Young, Gifted
and Black: Promoting High Achievement Among African-American Students,
Theresa Perry, Claude Steele, Asa Hilliard III, 2003
- Show Me the Evidence,
Robert Slavin and Olatokunbo Fashola, 1998
- Teaching Diverse
Populations, Etta Hollins, Joyce King, & W. Hayman, 1994
- Breaking The
Barriers, Beatrice Chu Clewell, Bernice Taylor Anderson, & Margaret
E. Thorpe, 1992
- Reaching All
Students with Mathematics, Gilbert Cuevas & Mark Driscoll, National
Council of Teachers of Mathematics, 1993
Because of Project
SEED's reputation and experience, Project SEED's National Director and
CEO, Hamid Ebrahimi was invited to testify at a US House of Representatives
subcommittee hearing on "Programs That Work" in public education. He
also was asked to speak before the US Senate committee on Health, Education,
Labor and Pensions about Project SEED and the urgent needs of forgotten
In addition, Project
SEED was included as one of the select programs in the US Department
of Education's list of "What Works for Latino Students" and in Educational
Programs That Work, the book listing programs validated by the Department
of Education's National Diffusion Network's Program Effectiveness Panel.
The Eisenhower National Clearinghouse for Mathematics and Science Education
featured Project SEED at a national conference and included Project
SEED on a nationally distributed CD-ROM of excellent educational programs.