The C/D approach works.

 

What is the problem?


Math is cumulative. Once students fall behind, they require personalized instruction that neither schools nor families have resources to provide.


 

C/D addresses the problem.

 

Our results are impressive.


Let us share more about our math work to date and what’s ahead.

 

 

Math proficiency rates, Source: New York City Department of Education (NYC DOE) (August 2019); New York State assigns Performance Levels 1, 2, 3, and 4 to scale scores on the State Common Core math exam. These performance levels reflect the extent to which students demonstrate the level of understanding expected at their grade level, based on the New York State P-12 Common Core Learning Standards. The Proficiency Rate is reported by the NYC Department of Education and reflects the percentage of students scoring at either Level 3 (“proficient in standards for their grade”) or Level 4 (“excel in standards for their grade”).

Poverty rates, Source: NYC DOE; U.S. Department of Commerce (September 2019); NYC DOE "Poverty" counts are based on the number of students with families who have qualified for free or reduced price lunch, or are eligible for Human Resources Administration (HRA) benefits

Student math grades and Parent Satisfaction Rate, Source: C/D internal reporting

High school graduation rates, Source: NYC DOE (2019), National Center for Education Statistics (2017) and C/D internal reporting; C/D target population includes Black, Hispanic, English Language Learners and students from districts who systematically underperform both NYC and national average high school graduation rates