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Sapling is Moving to Achieve!

Beginning with Fall 2024 classes , Achieve will replace SaplingPlus as the courseware for new and existing BFW products. Achieve delivers the e-book, resources, and adaptive quizzing you love in a more intuitive interface, with easier assignability, and access to robust reports and analytics.

You don't have to do anything yet! If you'd like to get a head start and preview an Achieve sample course, simply request below. We'll be in touch in 2024 when it's time to move.

Achieve Incorporates Your Favorite SaplingPlus Features

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Each Achieve course comes with a BFW e-book uniquely developed for the course it serves. These e-books include highlighting, note-taking, and search functionality and can be accessed online or downloaded to multiple devices.

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Teacher Resources

Teacher resources are easily accessible in Achieve. Your resources include the TE-book, pacing guides, handouts, graphic organizers, PD videos, and more. Your students will benefit from the flashcards, simulations, videos, and tutorials.

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Homework and Targeted Feedback

Achieve includes homework assessments that target specific misconceptions or misunderstandings. These formative assessments offer real-time, answer-specific feedback to help students build understanding of complex concepts.

Upgrades You’ll Get in Achieve

New interface.

Achieve’s interface provides a more seamless experience for both teachers and students. This interface is designed to enhance the user experience, streamline the number of clicks to content, and support this environment of teaching and learning.

New Course Branching

Achieve uses Section Management so you can allow full or restricted access to your sections depending on the needs of your district/school.

Advanced Reporting

Achieve’s reporting functionality provides user-friendly data and insights, enabling precise analysis for individual students or entire classes. Teachers can also filter reporting based on learning objectives, units, and more.

Increased Assignment Flexibility

Most assignment settings can be updated in a batch, allowing you to create or edit assignments quicker and easier than in SaplingPlus.

Enhanced Gradebook

Experience a more powerful gradebook designed to simplify and streamline the process of organizing and viewing student grades. You can now add categories to assignments and more easily create student groups and adjust grading policies.

See What’s New in Achieve!

Teachers, Prepare for the Move!

In Fall of 2024, your courses are moving to Achieve, the next generation of SaplingPlus. Learn more about Achieve and how to use it for your upcoming classes.

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Request Achieve preview access and find out for yourself how it compares to SaplingPlus.

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Discover Achieve’s foundation in learning science and how we developed this next generation online courseware.

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Experience a brief demonstration of Achieve's capabilities and discover its potential for you, your class, and your students.

SaplingPlus Support for Teachers For 2023

Please review the following videos designed to assist you in building out your SaplingPlus course! SaplingPlus contains a variety of helpful resources that can either be assigned or used by students for self-study. Depending on the SaplingPlus you have adopted, those resources might include homework, quizzing, videos & more! Most of these resources can be assigned for points in the SaplingPlus gradebook.

Please note that SaplingPlus is moving to Achieve starting in Fall 2024. You don’t need to do anything yet! Just request your preview course and kick the tires. We’ll be in touch in 2024 when it’s time to move.

RECORDING: SaplingPlus Training

In this video, a BFW Client Success Specialist walks through the SaplingPlus program in a recorded training session. Learn how to use the e-book, teacher and student resources, LearningCurve, online homework, gradebook, and more. The specialist uses Friedland/Relyea's Environmental Science for the AP® Course , Third Edition as the sample text, but the tools and tips apply to all SaplingPlus courses.

Access, Set-up, and Log-in

In this short video, a BFW Specialist explains how to access SaplingPlus, set up your course, and have students join.

How to access and download your BFW e-book

RECORDING: Engaging students in online learning

In this webinar, recorded at the beginning of the COVID-19 pandemic, a BFW Learning Solutions Specialist explains how SaplingPlus supports recognized theories and models of online learning and student engagement. After viewing this webinar, you should feel empowered to facilitate active virtual learning based on the key functionality of SaplingPlus technology. In particular, the webinar focuses on the system's robust guided feedback, how to create engaging student assessments, how to download and use the e-book, and more.

Training Slide Deck

Review at your own pace with this slide deck from a SaplingPlus training session. The deck includes:

  • Setting up your Sapling Course
  • Roster-based Clever integration or manual rostering
  • Navigating a SaplingPlus Course
  • E-book access
  • Teacher & Student Resources
  • SaplingPlus Assessments
  • LearningCurve
  • Course Management
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Wednesday, February 15, 2012

Sapling learning to present on hot educational technology trends during sxswedu 2012 conference.

  • How do students use STEM educational resources and how is this different from educator perception?
  • How important is the textbook reference to STEM learning relative to other educational resources?
  • Are today's much-hyped eBooks any better?
  • What is effective and what does that mean for the future of STEM educational resources?
  • Are we heading towards immersive digital learning environments and what will they look like?

Wednesday, January 4, 2012

Eschool media announces sapling learning a 2012 reader's choice winner.

AUSTIN, TEXAS (January 12, 2012) Sapling Learning, the leading provider of interactive homework and assessment software for the Higher Education and High School sciences, was honored with the 2012 eSchool Media Readers’ Choice Award for one of the best ed-tech products in the market today.

Sunday, January 1, 2012

Sapling learning partners with w.h. freeman.

Sapling Learning Teams Up with W. H. Freeman to Offer Online Homework for Select Chemistry and Physics Textbooks

AUSTIN, TEXAS (January 3, 2011) Sapling Learning, a leading provider of effective, interactive homework and instruction that improves learning outcomes in chemistry and physics, today announced a strategic alliance with W. H. Freeman and Company to offer online homework for key titles in chemistry and physics for higher education professors and students throughout the United States and Canada. This partnership allows W. H. Freeman to bundle Sapling Learning access codes with key titles in those disciplines.

The W. H. Freeman titles for which Sapling Learning will offer online homework are:

  • Atkins/Jones, Chemical Principles, Fifth edition
  • Atkins/Jones, Exploring Chemical Analysis, Fifth edition
  • Blei/Odian, General, Organic, & Biochemistry, First edition
  • Guinn/Brewer, Essentials of General, Organic, & Biochemistry, First edition
  • Harris, Quantitative Chemical Analysis, Eighth edition
  • Harris, Exploring Chemical Analysis, Fourth edition
  • Kesten/Tauck, University Physics for the Physical & Life Sciences, First edition
  • Tipler, Physics for Scientists & Engineers, Sixth edition
  • Vollhardt/Schore, Organic Chemistry, Sixth edition

Driven by today’s digital lifestyle and the need to compete in sciences on a global level, both instructors and students are finding that augmenting textbook instruction with active, engaging digital instruction of benefit. Sapling Learning provides a robust, interactive learning experience with tutorial instruction complete with assistance, remediation, and practice to adequately prepare students for class. As they work problems, they receive targeted feedback, hints and solutions, which not only help them learn the subject matter they also learn strategies that make them stronger problem solvers in general. For instructors, Sapling Learning relieves them from of the burden of grading homework assignments. The automatic system provides sophisticated student interactions (such as molecule drawing, vector diagramming, etc.) which allows them the ability to assign meaningful, discipline-specific homework that would be too prohibitively time-consuming to grade if assigned as traditional "pencil and paper homework." “The National Science Foundation (NSF) National Survey of Recent College Graduates (NSRCG) reports that science is experiencing far too much attrition between freshman intentions and undergraduate outcomes. It’s a contributor to the United States’ declining competitive edge in the sciences,” said James Caras, PhD, CEO, Sapling Learning. “By combining best-in-class textbooks with Sapling’s online homework systems, students receive digital problem-solving practice and coaching that is proven to be more effective in terms of increasing student exam performance than the hand-graded paper-and-pencil homework of the past. This, in turn, improves the impact and quality of science education and retention which is essential in ensuring our competitiveness in the global community.” Independent instructor studies conclude that students who use Sapling Learning for 80% or more of their problem-solving practice see 18% greater scores than students who do not. This equates to an equivalent of a 1.3 letter grade difference, essentially taking students from a C+ to a middle A.

“W.H. Freeman is delighted to make Sapling Learning available with its titles in the physical sciences,” said Jessica Fiorillo, Executive Editor for Chemistry and Physics, W. H. Freeman.

About Sapling Learning Sapling Learning is a leading provider of interactive homework and assessment software for the Higher Education sciences. Since 2004, Sapling Learning has focused on providing students with rich, discipline specific interactions, such as molecule drawing and graphing, to promote engagement and comprehension in challenging problem-solving disciplines of chemistry, physics, biology, and engineering. Sapling Learning provides instructors unprecedented flexibility to create and customize instructional content in an easy-to use, flexible, code-free environment. No other solution in the market provides the level of seamless integration of rich learning elements for both creating and learning scientific material.

For more information, visit www.saplinglearning.com .

About W. H. Freeman W. H. Freeman collaborates closely with top researchers and educators to develop superior teaching and learning materials for the sciences. Our motto is: We know that a dedicated instructor and the right textbook have the power to change the world—one student at a time. We are committed to superior quality, discerning editorial vision and long standing commitment to education. For more information, visit: www.whfreeman.com

Media contact: Patti Hill| 512.218.0401 | [email protected]

Friday, December 2, 2011

Sapling learning, top 20 finalist abj's tech innovation awards, thursday, september 29, 2011, announcing the new sapling learning headquarters.

This move increases the company’s footprint and provides access to 7,800 square feet of state-of-the-art office, production, and meeting space. Coming off a year marked by solid growth in higher education adoptions and the launch of high school products , our new headquarters reflects the company’s growth and will facilitate the scaling of operations in response to increasing market penetration.

James Caras, Ph.D., CEO, said: "The move to the Exposition offices reflects our strong performance in the higher education and high school spaces. We attribute our success and growth to the determination, expertise, and professionalism of our entire team. We are excited about the office move. The space is designed to promote innovation, collaboration, and growth which will enable us to continue to expand in the future."

Formerly a florist under several ownerships including R.A. Lewis and Tarrytown Florist, 2815 Exposition has been transformed from a series of accretive buildings and additions to a unified, contemporary office space. Austin-based Atlantis Architects worked with building owner Thad Avery to transition the space from funky to fabulous.

Photos (by p rofessional photographer John Conroy ) of our beautiful headquarters will soon be posted on our website , along with the Facebook and Twitter pages.

Article Link:

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Thursday, August 18, 2011

Sapling learning's high school product in the news, monday, july 11, 2011, sapling learning partners with oxford university press uk & usa.

Sapling Learning, a leading provider of interactive homework and assessment software for High School and Higher Education sciences, today announced it has entered into a strategic alliance and channel partner agreement with Oxford University Press, Inc. (OUP) in both the United States and United Kingdom. Under their agreement, Sapling Learning will customize online homework as an accompaniment to OUP’s higher education science textbooks. Professors who adopt OUP textbooks will then have the option of suggesting Sapling Learning for their students.

Oxford University Press is a department of the University of Oxford and the largest university press in the world. Its Higher Education Division provides authoritative sources of information on virtually every subject, reflecting the highest scholarly standards and representing the most current pedagogical trends.

Sapling Learning’s software provides highly developed content, proven instructional technology, engaging and relevant learning experiences and effective instruction. It’s easy to use and powerful online learning system advances student achievement while providing timely, accurate student and class performance information to the instructor, without the use of a teacher’s assistant.

“The higher education market consistently shows high demand for customized, user-friendly digital products,” said John Challis, Vice President and Publisher, Oxford University Press, USA. “Rather than develop our own system, we are utilizing the expertise of Sapling Learning, a company that shares our passion for furthering science education.”

Sapling Learning employs Master’s and Ph.D.-level educator support and provides rich, discipline-specific interactions that extend beyond simple multiple-choice to enhance student problem-solving skills and comprehension. Students are more likely to retain information when they are actively engaged, making Sapling’s interactive problem-solving practice and coaching an integral part the learning process.

“We’re honored to have the opportunity to work with OUP, a prestigious organization with objectives very complementary to our own,” said James Caras, Ph.D., CEO, Sapling Learning. “This collaboration is meant to provide access to the best information available for attaining knowledge in science as well as proficiency in critical thinking, problem-solving and applying new technologies.”

Sapling Learning is currently adopted by more than 300 professors in 200 universities in North America.

Oxford University Press is a department of the University of Oxford. With a presence in more than 50 countries around the world, it furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. OUP is one of the largest publishers in the UK, and the largest university press in the world.

About Oxford University Press, USA The two main offices of OUP USA are located in the heart of New York City and in Cary, North Carolina, which is located in the Research Triangle. OUP USA is a not-for-profit corporation, our mission being to publish works that further Oxford University’s objectives, including its objectives of excellence in research, scholarship, and education. Thus aspiring to the same goals as the University, excellence, authority, and innovation are the cornerstones of our publishing philosophy. Our operations are overseen by a Board of Trustees and all of our publications are vetted by our own Delegates, who are leading scholars appointed from top U.S. institutions. In pursuit of our mission, we maintain an active scholarly publishing program, producing approximately 250 scholarly research monographs each year, as well as trade, textbooks, and professional titles. We have 8,400 books in print and we stock another 7,600 imports from OUP offices around the world. As mentioned above, OUP USA’s books garner numerous awards each year from academic and professional societies.

For additional information, visit www.oup.com/us/.

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Spark & Sustain: How all of the world’s school systems can improve learning at scale

It is more important today than ever before to improve the quality and equity of education systems around the world. Automation is expected to increase demand for highly educated workers, creating a greater need for technological, socioemotional, and cognitive skills. The rise of generative AI is accelerating these workforce transitions. In addition to preparing students for the workforce, education systems are increasingly being asked to participate in resolving broader societal issues, from rising mental health challenges among young people 1 “Education: Overview,” World Bank, updated October 11, 2023. to political polarization 2 Sarah Garland, “Can we teach our way out of political polarization?,” Hechinger Report , January 25, 2021. to combating climate change. 3 “Climate change education,” UNESCO, accessed January 4, 2024.

About the authors

This article is a collaborative effort by Jake Bryant , Felipe Child , Ezgi Demirdag, Emma Dorn , Stephen Hall , Kartik Jayaram , Charag Krishnan , Cheryl Lim , Emmy Liss, Kemi Onabanjo, Frédéric Panier, Juan Rebolledo, Jimmy Sarakatsannis , Doug Scott, Roman Tschupp, Seckin Ungur , and Pierre Vigin, representing views from McKinsey’s global Education Practice.

Student learning improvements are not keeping up with these demands. More children than ever are in school, but many are not mastering basic skills. The World Bank estimates that seven in ten students in low- and middle-income countries are living in “learning poverty,” unable to read a simple text by the end of elementary school. The same is true for nearly nine in ten students in sub-Saharan Africa. This means that the majority of the world’s children are born into education systems where they will not learn to read by the end of elementary school. 4 “70% of 10-year-olds now in learning poverty, unable to read and understand a simple text,” World Bank, June 23, 2022.

More children than ever are in school, but many are not mastering basic skills.

Much of the global discussion about educational performance revolves around a small subset of mostly high-income countries that get relatively high scores on the three major assessments: the Programme for International Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), and the Progress in International Reading Literacy Study (PIRLS). In our schema below, we classify those countries as having “good” or “great” performance.

However, more than 90 percent of children live in countries where average educational outcomes are below poor, poor, or fair. 5 Based on UNESCO population data of countries with World Bank Harmonized Learning Outcome (HLO) data. Historically, many of these countries have not taken international assessments, but more recently, the introduction of regional assessments 6 Relevant regional assessments include the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), Programme for the Analysis of Education Systems (PASEC), and Latin American Laboratory for the Assessment of the Quality of Education (LLECE). and the Early Grade Reading Assessment (EGRA) has enabled a broader global comparison of learning outcomes. The OECD suggests that approximately 20 PISA points are equivalent to a year of learning. By that measure, high school students in many sub-Saharan African countries may be ten or more years behind their peers in Europe, North America, or East Asia (Exhibit 1). 7 The translation of PISA points to a year of learning is an art, not a science. The latest analysis from the OECD suggests that approximately 20 PISA points reflect a year of learning, while the World Bank suggests a year of learning equates to 20 to 50 PISA points. There is likely some variation depending on a student’s age; typically, students in earlier grades learn more content in a single year than students in later grades.

In the decade preceding the COVID-19 pandemic, student performance in most school systems globally stagnated—or declined. Of the 73 countries with longitudinal data over the past decade, only 23 managed to achieve significant, sustained, and consistent improvements in student outcomes. In 17 systems, student performance declined by half a year of learning or more. 8 Countries are categorized as “improved” if they gained ten points on two subject tests across PISA math, PISA reading, PISA science, PIRLS reading, TIMSS math, and TIMSS science in the past decade and if they improved by ten points or more on average across tests. Countries are categorized as “declined” if they lost ten points on two subject tests in the past decade. Countries are categorized as “stagnated” if they are not categorized as “improved” or “declined.” Some of these categorized as stagnated had stable performance; others had differing performance across different tests. Countries are excluded from the analysis if they lack enough evidence (for example, if they have not taken two international tests with a decade’s worth of data). Systems that historically performed at the highest levels were most likely to experience declines (Exhibit 2). Even in high-performing countries, overall system performance may mask significant inequities; every system that participates in PISA shows gaps in performance correlated with socioeconomic status.

In the decade preceding the COVID-19 pandemic, student performance in most school systems globally stagnated—or declined.

The pandemic only exacerbated these challenges. Lost learning time widened equity gaps within and between countries, with students ending up, on average, eight months behind where they would have been absent the pandemic. Meanwhile, the pandemic’s shift to remote work and e-commerce accelerated changes in the workforce. This is creating a scissor effect: learning losses are colliding with an increasing need for higher-order skills.

The stakes are high: if historical trends continue, more than 700 million children will remain in learning poverty in 2050. The pandemic wiped out decades of educational improvements, and we cannot wait decades to make up these losses. The world’s population is growing fastest in the places where learning is the furthest behind. 9 Population growth is projected to be significant in many low- and middle-income countries, particularly in sub-Saharan Africa (for example, 43 percent projected population growth in the Democratic Republic of the Congo from 2019 to 2030), but flat or negative in many higher-income countries (for example, 1 percent projected population decline in Canada over the same period). “Population estimates and projections,” World Bank, updated December 20, 2023. If we do nothing, the implications for economic growth and political stability worldwide will be tremendous. However, this grim future is not inevitable. If all systems could improve student outcomes at the rate of the top improvers, an additional 350 million students could be lifted out of learning poverty in the next 30 years (Exhibit 3). This report considers what it would take to make that happen.

Systems beating the odds

At first glance, the lack of progress may seem puzzling. Over the past decades, the education community has researched, developed, and codified strong evidence on what students need to master foundational skills such as reading, writing, and critical thinking. We know what interventions work to move most students to proficiency. Over the past decade, per-capita education spending has increased in countries of all income levels. 10 Education Finance Watch 2023 , a joint report from the World Bank, the Global Education Monitoring Report, and the UNESCO Institute for Statistics, 2023. And yet our global survey of 400 education leaders globally found that only 20 percent of education improvement efforts meet their stated goals (Exhibit 4).

To understand how school systems globally can reignite growth and recover from the learning losses of the pandemic, McKinsey examined the decade prior to the COVID-19 pandemic. We conducted research across both improving and declining school systems; analyzed global data; and spoke with more than 200 system leaders, donors and philanthropists, not-for-profit leaders, academics, and educational consultants.

Our interviews all pointed to the complexity of the implementation challenge. Most school systems struggle to turn improvements into action at scale. Our research demonstrates that to make changes stick, it is not enough for leaders to know “what” interventions to use. It also requires understanding “how” to implement them well at scale. In many systems, well-intentioned changes fizzle out. Stagnating school systems tend to get stuck in a few “failure modes”:

  • Conflicting directions. Education is not seen as a priority, resulting in an inability to raise the donor or domestic funds needed to deliver. Goals are too numerous, too far out in the future, and hard to measure, and there is a lack of coherence across the individual elements of reform.
  • Leadership discontinuity. Educational change requires more time than politics often allows. Rapid electoral cycles and short tenures for ministers of education can lead to a whipsaw of priorities, which can in turn confuse and disillusion educators and families. This is exacerbated when reform efforts are tied to political structures, rather than more deeply embedded within institutions.
  • Organ rejection of reform. Improvements may falter in the face of pushback from communities and educators who feel they were not consulted. Top-down policies may not actually work once they reach the classroom.
  • Insufficient coordination and pace of change. Too much time is spent on developing strategy and not enough on creating an implementation road map with aligned budgets, timelines, and accountability.
  • Limited implementation capacity. A lack of program management and analytical capacity within government undermines reform efforts—great educators do not always make great managers. Donor technical assistance ends up overly dependent on international consultants, who leave, rather than local players.
  • Flying blind. Leaders at all levels operate without sufficient data, missing key opportunities to create transparency and to intervene.
  • Standing still. Systems try to solve today’s problems with yesterday’s solutions. Leaders may pilot new ideas but without a plan for how to measure impact and take them to scale.

Yet failure is not inevitable. The good news is that some systems are beating the odds and producing meaningful gains in student learning year after year. These outlier school systems exist on every continent and at every level of national development. The global education community can chart a new path by learning from these systems.

To identify improving systems, we looked at national systems that had achieved sustained, consistent, and significant improvements in student outcomes as measured by international assessments, 11 This included PISA, TIMSS, and PIRLS. as well as at lower-income systems with emerging evidence of improvement on regional assessments. 12 Relevant regional assessments include SACMEQ, PASEC, and LLECE. We also identified relevant subnational improvers using national assessment data. 13 This included the Annual Status of Education Report (ASER) in India, the National Assessment of Educational Progress (NAEP) in the United States, the National Achievement Survey (NAS) in India, Sistema Nacional de Avaliação da Educação Básica (SAEB) in Brazil, and the General Certificate of Secondary Education (GCSE) in England. None of the 14 systems that we profiled is perfect, and in some, the absolute level of achievement is still low, but each has meaningful lessons to impart at different stages of the educational improvement journey from below poor to poor to fair to good to great (Exhibit 5). 14 Some of these systems faltered in more recent assessments, including the 2021 PIRLS and 2022 PISA administrations, though we believe these results are largely a reflection of recent global crises. Because of that, our historical analysis is based on the decade preceding the pandemic.

Some systems are beating the odds and producing meaningful gains in student learning year after year.

Our analysis suggests that successful systems, at every level of spending and national development, use reinforcing strategies to create a virtuous cycle, enabling significant, long-term gains in student learning (Exhibit 6):

  • Anchor in the evidence. Based on clear research into what improves outcomes, successful school systems ground changes in the classroom, focusing first and foremost on teachers and the content they deliver. They choose evidence-backed strategies relevant to their starting place and prioritize foundational learning, particularly in systems with limited resources. They use technology as a tool to enhance learning, not as an end in itself.
  • Build a durable coalition for change. Successful school systems focus on a few coherent priorities, rallying stakeholders around them to ensure that everyone—from system leadership to principals to teachers—is on board. They invest in authentic, two-way communication with families, educators, and communities to design better policies and build deeper buy-in.
  • Create delivery capacity to scale. Successful systems move quickly from strategy to implementation, pacing reforms to show early traction while building stamina for the long road to impact. They build dedicated delivery teams with the organizational structures and individual skills to execute on plans over time.
  • Drive and adapt with data. Successful systems rigorously measure what matters—student learning outcomes—and use transparent data to improve their interventions. As they roll out tried-and-true methods, they also create space for innovation and measure what they innovate, which feeds back into the evidence base of what works.

Individually, these strategies may seem obvious or incremental. Together, they are transformative. Our survey suggests that systems that used all seven of the “how” levers above were six times more likely to be successful in meeting their goals for student outcomes and system transformation than those that used four or fewer (Exhibit 7).

Anchor in the evidence

Ground system strategy in better classroom instruction. The global education community knows what strategies drive learning outcomes. Successful systems focus on interventions closest to students and work outward, starting with the classroom (what is taught, how it is taught), then the school (what supports exist for students and teachers), and finally aligning the system supports (performance management, infrastructure, funding) to what is needed in the classroom (Exhibit 8).

For example, Singapore invests heavily in its instructional core throughout the curriculum and across teacher recruitment, development, and retention. Teacher candidates are drawn from the top 30 percent of their graduating class and must demonstrate core content knowledge. Once in the system, teachers complete 100 hours of professional development annually and receive coaching and weekly collaborative sessions with master and senior teachers. Professional development is practical and tailored, offered in digestible modules, and delivered in classrooms. 15 Singapore: A teaching model for the 21st century , Center on International Education Benchmarking, 2016.

In Poland, reforms in the early 2000s focused on redesigning the national curriculum—first in elementary grades and later in secondary schools—and on investments at the teacher, principal, and school level to reinforce adoption. Based on research about learning and comprehension, the curriculum was redesigned to prioritize critical thinking and reasoning where there had previously been a content overload. Teachers were engaged in the redesign to inform what strategies might lead to the best uptake; expert coaches worked with teachers to build their skills around the new curriculum. 16 Fernando M. Reimers, Audacious Education Purposes: How Governments Transform the Goals of Education Systems , New York, NY: Springer, 2020.

Start the journey where you are. To select the best interventions, school systems need to consider their starting student performance, their financial resources, and the capabilities of their teachers and school leaders. One of the biggest mistakes that school systems can make is to “lift and shift” best practices from a system that operates in a vastly different context. In our methodology, we group school systems into five performance bands, based on student learning levels: below poor, poor, fair, good, and great. While the elements of school system excellence remain the same, the interventions differ.

Education technology—great potential but mixed results

While education technology, including generative AI, has great potential to improve access and quality, it is not a silver bullet and can cause more harm than good if it becomes a distraction to proven, tried-and-true methods to deliver student outcomes. History is littered with examples of universal device and connectivity programs that did not yield improvements in student outcomes. Data from the 2022 Programme for International Assessment (PISA) questionnaire, which was issued with the assessment, creates additional reason for pause regarding the use of technology in schools, given that a arge number of students reported feeling distracted by devices while engaged in classroom instruction. While learning outcomes were often better for students who used devices in school for learning than for those who did not, the benefits were strongest for those who used their device for less than an hour a day; the impact decreased with additional use. Moreover, students who used devices at home for leisure for more than an hour a day saw a big decline in math performance. 1 Andreas Schleicher, PISA 2022 insights and interpretations , OECD, 2023.

Effective technology strategies start in the classroom—with an understanding of how technology will further student learning goals and provide support for teachers. They are focused on the ability of software to address specific use cases rather than just hardware distribution, are integrated into and aligned with the existing curriculum, involve significant professional learning and support for teachers, and consider putting technology in the hands of teachers rather than just students. Effective technology strategies are also tailored to journey and context—including existing infrastructure and existing teacher and principal capabilities.

As school systems progress toward good and great performance (for example, Poland and Singapore), increasing levels of school and teacher autonomy are possible, paired with effective accountability, capability building, and peer learning. Systems in the poor or below-poor performance bands (for example, Malawi and South Africa), by contrast, may be best advised to focus on foundational literacy and numeracy, ensure that instructional materials are available on a one-to-one basis, scaffold teachers through structured (or even scripted) lesson plans and in-situ coaching, and put effective assessment for instruction in place to account for greatly varying student achievement levels—a package of interventions sometimes referred to as structured pedagogy. Systems in the fair category (for example, Kenya) need to ensure the basics are in place, but they then can begin to expand selective earned autonomy, broader competency-based curricula tied to economic pathways, and incentives for teachers and school leaders to develop top talent (Exhibit 9). These imperatives to “start in the classroom” and “tailor to journey” apply equally to technology use (see sidebar, “Education technology—great potential but mixed results”).

For example, Ceará in Brazil, where performance was poor, prioritized Portuguese literacy and math in the curriculum, with a focus on elementary school, and invested heavily in supporting teachers to deliver quality content. All teachers received regular practical professional development, including classroom observations. The state government also led a long and sustainable journey to improve the quality of municipal education leaders, empowering them to provide better support for teachers and schools. From 2009 to 2019, Ceará registered an increase of nearly 12 percentage points on the National Assessment of Basic Education (Sistema Nacional de Avaliação da Educação Básica), moving from poor to fair. Ceará also saw the highest increase of any Brazilian state on the national index of educational quality in elementary education (Index of Development of Basic Education) between 2005 and 2017. 17 “The state of Ceara and the city of Sobral, in Brazil, are role models for reducing learning poverty,” World Bank, July 7, 2020.

In Punjab, India, where performance was below poor, leaders used Teaching at the Right Level to group students by level rather than age to reduce targeted learning gaps in primary school. Leaders used simple, quick one-on-one assessments to group students into levels at the start of the intervention, administered assessments throughout to track progress and adapt instruction based on students’ results, and reviewed aggregate data to make programmatic decisions. 18 Details of the Teaching at the Right Level implementation in Punjab are included in multiple years of the Pratham Foundation’s annual reports, accessed via the Pratham website. Teachers received training and support to change behaviors. While the share of students in India who could read a grade two text as measured by the Annual Status of Education Report (ASER) declined from 2006 to 2014, the share in Punjab surpassed the national average and grew by 13.2 percentage points. 19 “Punjab rural: Trends over time: 2006-2014,” ASER, January 2015. Punjab moved from below poor to poor in the decade prior to the pandemic.

The journey is not perfectly linear for any system, and there are multiple paths to system improvement. In addition, in many systems, overall performance may mask inequities within the nation or region. In a single system, there can be schools ranging from below poor to great. This may require system leaders to consider a range of approaches to drive improvement based on schools’ starting points.

Build a durable coalition for change

Set fewer priorities to get more done. Education leaders are regularly pulled in too many directions. To counteract this, leaders of successful school systems define a North Star vision and choose a limited set of coherent, sustained, and evidence-based priorities (typically no more than three to six). They define these nonnegotiables based on the evidence of what works and ensure that donors and partners support this short list, channeling money and energy to what matters most.

For example, Mississippi reorganized its state education department and board to align their work against six core goals, started every meeting with a recap of these goals, and interrogated every new initiative against these priorities. 20 Emma Dorn, “ Behind the scenes of Mississippi’s school turnaround with Carey Wright ,” McKinsey, August 3, 2023. From 2010 to 2014, Kenya introduced 25 different interventions to address literacy rates and saw limited impact. 21 “Let’s Read: Understanding Kenya’s success in improving foundational literacy at scale,” RTI International, December 9, 2016. Starting in 2014, leaders pivoted and prioritized a singular evidence-based approach: Tusome. By relentlessly targeting the country’s low literacy rates through a proven approach, the initiative nearly doubled the share of students who met the government’s literacy benchmarks from 2014 to 2021. 22 Joseph Destefano et al., “Scaling up successfully: Lessons from Kenya’s Tusome national literacy program,” Journal of Educational Change , July 2018, Volume 19.

If everything is a priority, nothing is. Carey Wright, Former State Superintendent of Mississippi

Cultivate leadership beyond a single leader. True transformation can take a decade, but few leaders have that much time. Successful systems invest in civil servants who outlast political leaders and build a deep bench of talent at the central office (especially at the n-2 level 23 “N-2” is the organizational layer two levels below the minister—the individuals who report to the executive team that reports to the minister. These leaders are more likely to stay in place through political changes. ), at the middle layer, and across schools. Leaders foster institutions beyond the ministry, insulating education from politics by distancing the work from political structures and enabling a greater ecosystem of experts who can support policy development and implementation. Longevity also comes from embedding educational change into policies and procedures that are harder to reverse.

In Norway, for example, policy continuation was facilitated by the stability of senior civil servants from the Norwegian Ministry of Education and Research and Directorate for Education and Training. These trusted institutions provided a common set of evidence-based research that both parties relied on as the fact base for policy. When the 2012 PISA results were released, leaders in both political parties called the same senior civil servant to understand the data and implications for policy. 24 Li-Kai Chen, Emma Dorn, and Tore Vamraak, “ Education reform in Norway: Looking beyond politics to bring sustained change ,” McKinsey, June 21, 2019. In Morocco, ministry leaders enshrined reforms in a framework law with bipartisan support and created binding mechanisms for new leadership to manage implementation.

My initiative is now being fulfilled by a conservative government. This kind of continuity gives me hope for the future. Kristin Halvorsen, Former Minister of Education of Norway

Engage educators and families authentically. Authentic engagement is hard to do well, but successful school systems treat it as nonnegotiable. Successful systems actively collect diverse stakeholder input at the outset and throughout implementation to design and refine policies that will resonate and work in the classroom. In practice, this includes engaging teacher, principal, and student advisory boards; conducting regular surveys of parents, students, and educators to keep a pulse; and ensuring that every member of the executive cabinet visits a diverse range of schools at least twice a month. Successful systems then create compelling change stories and use a broad tool kit to influence changes at the school and classroom level.

For example, during Kaya Henderson’s tenure as school chancellor in Washington, DC, the public school system worked closely with communities to communicate how school closures would lead to more resources in remaining schools, and it sought community input on how to transform school communities. When the district made subsequent closure decisions, there was less pushback from the community than otherwise expected. Overall, public school enrollment grew during this time period for the first time in decades, pointing to strengthened public confidence in the system. 25 Emma Dorn, “ Lessons in leadership: Transforming struggling US K–12 schools ,” McKinsey, March 28, 2023. Cecilia María Vélez White, former minister of education in Colombia, held monthly meetings with principals, convened more than 1,500 teachers, shared information with unions, and went on a listening tour to a different region every week. 26 Andres Cadena, Li-Kai Chen, Felipe Child, and Emma Dorn, “ Bringing major improvements to education in Colombia ,” McKinsey, May 29, 2019.

We asked people, ‘Ten years from now, what should DCPS look like? What are your hopes and your dreams for the district and for your students?’ Kaya Henderson, Former Chancellor of DC Public Schools

Create delivery capacity to scale

Create coordination and a cadence for change. Successful systems move quickly to turn their plans into action. They create a concrete road map, pressure-test their implementation plans, and ensure the budget is oriented around priorities. They pace their changes to show quick wins in the first six months to demonstrate momentum. At the same time, they design for scale to ensure that changes have their intended impact.

For example, as part of the London Challenge initiative, London appointed dedicated advisers who were deployed to the schools that were struggling the most. The advisers provided on-the-ground coaching and brought immediate recommendations back to the central department so resources could be deployed rapidly. 27 Marc Kidson and Emma Norris, Implementing the London Challenge, Institute for Government , July 10, 2014. South Africa created free literacy workbooks, adapted them to native languages, and distributed copies to 6.5 million students across 20,000 schools. A dedicated delivery team oversaw the entire process, from development to printing and delivery of the workbooks, and 40,000 trained teachers provided support for adoption. 28 “20,000 schools to receive workbooks,” SANews, July 6, 2010. From 2011 to 2015, more than 150 million workbooks were delivered to schools. 29 “South African women and girls empowered by literacy programme to take their place in society,” UNESCO, September 7, 2015.

You can be nimble and agile. The fact that you can work at a ridiculously higher speed than government normally works makes people believe in you in a completely different way. Sir Jon Coles, Former Director of the London Challenge

Build implementation structures and skills. Many school systems struggle to access the in-house talent to implement major changes. In addition to great educators, school systems need great project managers and implementors to translate strategy at the ministry into implementation in every classroom across the system. Successful systems ensure dedicated implementation capacity within the central team, at the middle layer, and across schools. This involves establishing clear roles and responsibilities for making decisions and approving investments, as well as creating an army of changemakers in the field to bring changes to fruition. Systems can then assess their delivery capacity across this structure and hire or build missing capabilities.

For example, under Jaime Saavedra’s leadership in Peru, the ministry brought in experienced managers from within and outside of government, with a specific goal of improving management and the pace of change. At the same time, Peru also reformed the process for selecting its 15,000 school principals to ensure high-caliber management talent in schools. 30 Li-Kai Chen, Felipe Child, Emma Dorn, and Raimundo Morales, “ An interview with former Peruvian Minister of Education Jaime Saavedra ,” McKinsey, September 26, 2019. In Ceará, Brazil, the 150 highest-performing schools adopted the 150 lowest-performing schools. If the lower-performing school improved, both schools in the pair were financially rewarded. This pairing of successful and struggling schools has also worked in London and in Shanghai. In Shanghai, deputy school leaders of successful schools can only be promoted to principal or school leader if they first lead the turnaround of a struggling school. 31 Joanna Farmer and Ben Jensen, School turnaround in Shanghai: The empowered-management program approach to improving school performance , Center for American Progress, May 2013.

I ended up changing most of the top 60 positions in the ministry to ensure the right managerial skills and implementation capacity, including attracting people from the Ministry of Finance. Jaime Saavedra, Former Minister of Education of Peru

Drive and adapt with data

Measure student outcomes and make them transparent. Successful school leaders build robust data systems, identify trends, and use the data to build a shared culture of continuous improvement. They make important information public to build momentum, segment schools for accountability and support, and use data to drive improvement at every level, from system strategy to instruction in schools.

For example, in Estonia, student outcome data is linked with broader social data. The government maintains a centralized data system for all public services with a unique ID for each citizen. Families can look at their own child’s achievement data within this broader context. The ministry makes school-level data transparent to the public and regularly uses this data to support policy making. Data is sufficiently protected, and there is a high degree of trust among citizens. 32 “Building an integrated data system: Lessons from Estonia,” NCEE, May 2, 2021. In Sierra Leone, the ministry has built data systems from the ground up, digitalizing the school census and linking it to student performance data, enabling data to become the reference point for all interventions. Data on gender inequities in access has informed new policies, which have helped increase enrollment among girls. 33 Tichafara Chisaka and Kate Richards, “Supporting girls’ education in Sierra Leone through inclusive data systems,” Global Partnership for Sustainable Development Data, July 19, 2021.

I made sure that we had data to inform everything we did. From day one, all policies had to be grounded in data and evidence. David Moinina Sengeh, Minister of Basic and Senior Secondary Education and Chief Innovation Officer for Sierra Leone

Roll out what works, but create space for innovation. Successful systems create space for innovation and, critically, measure what they innovate to add to the existing evidence base of what works. Most innovation in education systems will likely be oriented toward continuous improvement and sustaining practices. However, there is also a need for more-disruptive innovation, especially in systems where performance is poor or below poor and where exponential growth in achievement is needed. Innovation is needed both to improve the effectiveness of existing interventions and to create more-scalable models.

For example, structured pedagogy approaches currently provide the best evidence base for improving literacy and numeracy across low-income countries—but financial and human capital constraints mean that systems will not be able to roll out and scale such approaches rapidly enough to reach this generation of students. In Malawi, education leaders are scaling up a foundational literacy and numeracy program that uses robust, solar-powered, offline tablets in primary-school education. The intervention was first tested as a pilot with external partners, and the government has built a team strictly focused on the rollout. A big part of the innovation is in the streamlined implementation—schools and teachers can be set up to run the program within weeks. The program is being measured and tested as it scales. 34 “Building Education Foundations through Innovation & Technology: Malawi scale-up program overview,” Government of Malawi Ministry of Education, September 8, 2022.

Singapore has demonstrated that even the most successful school systems need to keep innovating, particularly as the needs of students change. This has led to new experiments and investments in social-emotional learning and 21st century skills to complement the already-strong approach to math and literacy instruction, based on emerging research on the importance of student mindsets on educational outcomes. 35 Dennis Kwek, Jeanne Ho, and Hwei Ming Wong, “Singapore’s educational reforms toward holistic outcomes,” Brookings, March 16, 2023. Singapore’s system is unique among top PISA scorers in that it continues to grow while others have stagnated.

When we talk about professional learning, we can never say we have arrived. . . . The moment we say we have arrived, that will cause our downfall. Yen Ching Chua-Lim, Deputy Director-General of Education (Professional Development), Singapore

Individually, these strategies may seem obvious or incremental. Together, they are transformative. The slow and steady work of implementation sets improving school systems apart from the rest. This is not really a story about beating the odds. It is a story about the systems that were able to change the odds. Education leaders can—and must—learn from them.

Jake Bryant is a partner in McKinsey’s Seattle office; Felipe Child is partner in the Bogota office; Ezgi Demirdag is a partner in the Istanbul office; Emma Dorn is a senior knowledge expert and associate partner in the Silicon Valley office; Stephen Hall and Roman Tschupp are partners in the Dubai office; Kartik Jayaram is a senior partner in the Nairobi office; Charag Krishnan is a partner in the New Jersey office; Cheryl Lim is a partner in the Kuala Lumpur office; Kemi Onabanjo is an expert associate partner in the Lagos office; Frédéric Panier is a partner in the Brussels office, where Pierre Vigin is an expert associate partner; Juan Rebolledo is an associate partner in the Mexico City office; Jimmy Sarakatsannis is a senior partner in the Washington, DC office; Doug Scott is a senior expert in the Chicago office; and Seckin Ungur is a partner in the Sydney office. Emmy Liss is a senior adviser to McKinsey’s Education Practice

The authors wish to acknowledge the tireless work of school system leaders, school principals, and particularly classroom teachers, who have dedicated their lives to educating youth and who are working every day to close gaps in student achievement. This research benefited from the contributions of hundreds of global education experts and McKinsey team members. Please see the larger report for a complete set of acknowledgments.

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Sapling Learning

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Sapling Learning provides the most effective interactive homework and instruction, proven to improve student learning outcomes for the problem-solving disciplines.

I made this account with the sole purpose of preventing people from ever using this pathetic excuse for a program to torture their students. If you do not want them to learn and want them to feel anxious and stressed about ridiculous questions, then this is the site for you. I wanted to take time out of my day to warn people how flawed and terrible Sapling Learning is. I have used many online HW programs over the years, but this one by far is the worst program for HW maybe in the history of online HW programs. I just spent over an hour on a single problem that had 12 different parts and consisted of three separate questions. It is miserable. I was genuinely looking forward a chemistry class, but thanks to Sapling I legitimately dread doing HW because of the ridiculous amount of time it takes me to complete the problems. I know that the teacher assigns the problems sometimes, but the fact that there are 20+ problems on HW plus the fact that some of these problems can take 20+ minutes puts a lot of stress and anxiety on a student. There are not partial submits, the hints are pathetic, and the system is overall dreadful. DO NOT WASTE YOUR MONEY ON THIS

I am a student, and I made this account solely to beg anyone considering using this tool to not do so. I’ve used it for two semesters now, and here are the major problems with it that make it virtually unusable

1) Despite being a chemistry teaching tool, the function to draw lewis structures, molecules, etc, is incredibly difficult to use. To the point where I get questions wrong even when I know the answer, because I just can’t figure out how to draw it in the window. Not user-friendly at all, and here’s a tip for the developers: if your drawing tutorial is 20 pages long, YOU’VE DONE IT WRONG

2) When you get questions wrong, it’s supposed to give you a hint. These hints are not helpful, and usually have nothing to do with what you actually messed up. They seem to be generalized, targeting what they probably think are the most common mistakes. If you haven’t made one of those, but it’s still wrong, you’re basically out of luck. Not a learning experience at all

3) IT’S SO EXPENSIVE?? For what? I’d understand if it was good software and a good tool, but it really really isn’t.

In conclusion, I’m continually mystified as to why this tool is pushed by my professors. I can only conclude my university has cut some kind of deal with Sapling, because there’s no actually good reason to buy it unless you enjoy throwing $75 away every time you need an access code

I am a high school student enrolled in a dual credit Chemistry course with a local college and I have never seen such a poor program used for assignments. The program does not tell you how you are wrong when you submit an answer, and the hints and feedback seem snide and backhanded. The hints do little to nothing to help you if you do not know where to begin with a question, and the feedback (after you get a question incorrect) seems to only make the student feel inadiquite, or ignorant. The program at times even uses incorrect answers, such as the problem that made me write a review. As a highschool student using the program, it made me question if I was even taught the subjects at all with their terminology, and poor question wording. The site itself also has poor UI and layout. I would never recomend this program to anyone, and I am appaled that it is in such common place in academia. How professers, and teachers have missed these glaring issues is beyond me.

I’ve never seen a tool so widely used miss the mark by this much. I’m in second-semester Chemistry at UC Berekely and I just can’t understand why even after semi-regular updates the website consistently fails me and my peers at every turn. The questions it asks are often totally obscure and include HORRIBLY phrased strange exceptions to rules that you will never see on any exam you will take in your life. You will try to solve these questions and, in doing so, end up far more confused than you were in the beginning. This site can make you feel inept and furthermore damage your academic confidence, which isn’t something many college students can afford as this stuff is already difficult enough. Success breeds motivation and motivation, success — Sapling rarely awards me either. Why Sapling is a tool utilized at the level of University is mind-boggling to me — the company itself is just as out of touch as the professors assigning it. I would rather be shot in the leg than unironically recommend this to someone.

TLDR: Sapling is a very poor system that puts forth no focus on the basics of chemistry and instead focuses on complexities and rarities that will make you work far harder than you should so soon and will only confuse you; Does not explain anything at any point in any comprehensible way, not even accidentally.

I created an account on this website for the sole purpose of reviewing this program. I am in general chemistry at the University of Wisconsin-Platteville and for some reason they like to use this program. First of all, it is way too expensive for what it is, the program is very simple and has way to many bugs, more like a beta program if you ask me, not something that should be used at a university level for graded assignments, and most definitely not something you should pay for. The feedback this programs gives back if you get an answer wrong is completely unhelpful, so you get no points for the question, and are just as confused as before, which to me, defeats the purpose of even trying the problem. The answer box for the problems is also very laggy, sometimes I have to click on it four or five times before it lets me type my answer. The formatting of your answer is also very precise. Don’t have a capital letter where the program does? wrong. Answer off by .0001? Zero Points.

In short, online homework was made to be the next step from written assignments in the evolution of homework, yet I feel answering these questions using Morse code on a rusty pipe would be preferable to this sad excuse for a program

I am currently a college chemistry student and use this program on a weekly bases. My opinion of this program is extremely negative. The rage that is induced when I attempt to use this is immeasurable. The answer you put down must be exactly what is in the program because if you are off by even .001% it will mark it wrong and make you believe there is something wrong in your procedure when there is not. Rather than accepting that a student knows how to do a type of problem but uses a different number of sig-figs, it will tell you that you did something wrong and not that you used the incorrect number of digits when either calculating or reporting. I do not recommend this program at all.

I’m an Econ student and in class I genuinely enjoy the subject. However, this website is terrible. So many of the questions are about concepts not in the book or from different chapters, sometimes the website will mark me wrong when I’m just not, the mechanics aren’t good at all, it crashes constantly, and the hints, more often than not, seem more like back handed insults than hints, and even when they’re not insulting they still aren’t helpful. The website never tells me what I did wrong only that I am wrong and there is no learning curve. This site is terrible, the mechanics are hanky, it crashes, it glitches and will say right answers are wrong and constantly asks you to do things that the book never covers or didn’t in that chapter. Also, I know for a fact that I would have a far better homework and test grade if my assignments were packets or a website more compitently made than this. If you can avoid this site do, it’s not worth anyone’s time.

I am a chemistry student using sapling learning, and I had to just now stop in the middle of my homework to create an account on this website just so I could write a review on how absolutely garbage sapling learning is. I have never run into a worse UI, nor have I read questions written so poorly in my life. I cannot even begin to give constructive criticism on what this site needs; it is the worst learning tool I have ever used, and I have no idea why it is used anywhere. I would never recommend this site to anybody in a million years.

I am a chemistry student and I absolutely despise sapling learning. It is so unhelpful and the questions it asks are vague and confusing. I dislike this site so much that I stopped my assignment just to create this account and write a review for how much I hate this site. There is absolutely no room for mistakes, which there is a lot because of how specific sapling wants your responses to be. There is so much wrong with this site that I can’t even begin to describe how bad it is. I would never recommend this site to anyone.

I am a student in chemistry class currently using sapling, and this is the first website I’ve seen to review sapling from a consumer perspective. I hate using sapling for chemistry. There’s very little learning curve, it’s difficult to enter in chemical equations, and the homework questions often through in complex unrelated questions rather than building on concepts. Rather than teach the basics, the questions often seem to focus on strange exceptions as if to say to say to students, “see how much smarter than you we are”? Why not focus on the basics and build up? It’s a very poor system that when correcting me usually does not tell me WHY I was wrong, only that I am wrong.

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Achieve Essentials for Openstax Introduction to Statistics (1-Term Access)

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Achieve Essentials for Openstax Introduction to Statistics (1-Term Access) by Macmillan Learning - First Edition, 2021 from Macmillan Student Store

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Macmillan’s new online learning tool Achieve Essentials for OpenStax Introductory Statistics combines our popular assessment engine from Sapling Learning with an intuitive design and learning science research and reporting. Achieve Essentials for OpenStax Introductory Statistics offers over 2,000 questions—including conceptual, computational, and embedded data set questions—that test a range of skills and topics in introductory statistics. It provides detailed and answer-specific feedback and fully worked solutions for every question that coach students toward understanding core statistics principles and applications. Achieve Essentials for OpenStax Introductory Statistics can be paired with a Macmillan textbook, OpenIntro, OpenStax, or a list of supported textbooks. Instructors can save time with grading while maintaining flexibility with our custom question authoring tool, and intuitive course management features.

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    Sapling Learning provides an entire course management solution including eBook access, teacher resources, students resources and online adaptive homework. Accessible and mobile-friendly, our interactive e-book brings together the … Categories Math, Science, Social Studies, Classroom Management, Assessment & Grading Grade levels High School

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    A key factor that sets Sapling Learning apart from other online homework systems is our commitment to educator support. We match educators with a Sapling Learning Client Success Specialist - a Ph.D. or master's - level subject expert-who provides collaboration, software expertise, and consulting to tailor each course to fit your instructional ...

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