Home /

We exist because life is not a multiple choice solution

“This model is revolutionary, phenomenal and truly on the cutting edge.” -Reviewer, National Blue Ribbon Schools

Analysis of Math, ELA Test Scores at Two Charter Schools by Steve Kramer, 21PSTEM (2018):

Key findings include:

  • the absolute level of achievement accomplished by spring of 2017 was noticeably higher than statewide averages and higher than typical at demographically similar schools.

  • similar positive results experienced by two racial subgroups: Hispanics and Asians.

  • since implementation, the percent of students scoring at Level 4 (meet expectations) or Level 5 (exceed expectations) has continued to increase.

Key findings include:

During the 2015-16 school year and 2016-17 school year, the MicroSociety Academy Charter School  achieved better results on 3rd, 4th, 5th, and 6th grade Smarter Balanced math and reading than did demographically similar schools or statewide averages.

The US Department of Education has cited MSI for its impressive results in serving children whose high poverty, racial or ethnic background, handicap, or English language deficiency place them at a distinct disadvantage for being successful in our society. In every group, MicroSociety students experience improved academic achievement and improved attendance, behavior and attitude toward school.  With school as society, our kids are challenged to discover who they are and where they fit in while making academic connections to work that is meaningful to them. The following studies highlight a diverse body of proof that the MicroSociety learning environment elevates student motivation, engagement, academic expectations, civic and social behavior and standardized test scores.
Long Term Results Increased academic achievement Improved behavior & reduced violence Greater desire to be in school Heightened engagement & reduced drop-out rates Enhanced citizenship & community engagement Preparation for tomorrow’s workforce Improved financial literacy Third Party Evaluations While MicroSociety has sought to broaden the definition of “achievement” in schools, to extend beyond performance on standards-based assessments, it has generated a strong track record of impacting student outcomes, as evidenced through both traditional and non-traditional, measures.

Eight Year Analysis of New York MicroSociety School   

Steve Kramer, 21st Century Partnership of STEM Education (2015) 

Key findings include:

School serving English language learners and immigrants of poverty outperformed comparison schools in district and state in reading and math over eight year period

Improved Student Achievement

Hanover Research (2011)

Key findings include:

Boosts student achievement, student engagement, student-teacher relationships and community involvement

Evaluation of Renway MicroSociety 

BURST For Prosperity (2010)

Key findings include:

Statistically significant gains over just 9 months in both communication skills, academic expectations and enables students to apply what they have learned in the classroom

Data from 13 MicroSociety and 13 Control Schools

David Kutzik and Associates (2005)

Key findings include:

MicroSociety schools outperformed non-MicroSociety  Florida Schools with similar demographics in reading and math. The improvement is statistically significant and increases over time.

School Change and the MicroSociety Program

Cary Cherniss, Ph.D. Corwin Press. (2005)

Key findings include:

A direct correlation exists between the length of time MicroSociety had been in place and the degree of student improvement

The Impact of MicroSociety

Arete Corporation (2003)

Key findings include: 

After multiple years of implementation, ELA test scores increased by an average of 7% per year and math test scores increased an average of 10%, far exceeding the Adequate Yearly Progress requirements under the No Child Left Behind Act.

Student Attitude Profits from Real-World  Learning.

Research for Action & Kutzik Associates (2003) 

Key findings include:

Schools participating in Comprehensive School found students highly engaged with a positive attitude toward school and their futures. 

Academic Achievement, Civic Engagement and Higher Education Aspirations

Leticia Ibarra (2001)

Key findings include:

A study of 92 randomly-selected Latino high school  graduates, were more likely to have higher GPAs and SAT scores and attend a four-year college and to exhibit dispositions of college and career readiness and civic-mindedness than their non-MicroSociety counterparts.

Small Learning Community Initiative

Philadelphia School District (2001)

Key findings include:

Statistically significant improvement in Math and Reading scores for students within the same school that had MicroSociety as compared with those that did not

Many Ways to Learn, Succeed  

U.S. Department of Education (1999)

Key findings include:

Academic Results particularly impressive for Northwest Regional Educational Lab  students with high rate of poverty, racial/ethnic  background and lack of English proficiency; attendance, behavior and attitude toward school also improved