Independent Report Shows that EPGY Program Participants Average Higher Scores – Up to 45 Percent- On Standardized Math Exams
Research released today by NYU Steinhardt confirms Stanford’s Education Program for Gifted Youth (EPGY) as a powerful learning tool proven to accelerate varying levels of student potential. The study, performed by NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools, finds EPGY program participants scored higher on average – in some cases by 45 percent – on standardized achievement tests against those outside the program.
Originally developed for gifted students, Stanford’s EPGY program has been adapted to aid the learning process for students of all ability levels, including low-income (Title I) students who have historically struggled in school. The study, based on standardized math tests, evaluates EPGY students – both gifted and Title I – against control groups. In both cases, the evaluation finds EPGY students “performed better on subsequent standardized mathematics exams,” the study’s authors write.
Key findings for gifted and talented students include:
- More than 90 percent of EPGY students received 4 or 5 on their Calculus AB (92 percent) and Calculus BC (100 percent) exams – twice the national average
- In some cases, EPGY students scored 45 percent higher on standardized tests
- Over 88 percent of EPGY students taking the Physics C exam received a score of a 4 or a 5 – twice the national average
Evaluating Title I students, finds the following:
- EPGY students in 3rd-5th grade averaged 12.54 points higher on standardized tests
- Second grade students who were engaged in EPGY averaged 28.25 points higher on standardized tests
- In some cases, students with low prior achievement, more than doubled their achievement on standardized tests
The study confirms EPGY’s effectiveness for both individual, at-home users as well as active users in Title I schools “provided the students are encouraged by supportive teachers,” the authors note. The study evaluated students’ performance across separate socioeconomic and educational levels and found EPGY to be a “valuable supplemental tool” for students of all levels, they add.
“When assessing a program like EPGY, it’s important to examine how each educational level responds to participation,” said Pedro Noguera, Peter L. Agnew Professor of Education at New York University and executive director of the Metro Center and study co-author. “When reviewing EPGY, we were truly impressed by the versatility of this program. Our research found EPGY to be an invaluable learning tool for both advanced students and those who are a bit farther behind. Having access to a tool like EPGY will significantly enhance the ability of parents and educators to meet the learning needs of a broad range of students.”
The Metro Center is part of NYU’s Steinhardt School of Culture, Education, and Human Development.