Independent Studies Show Student Achievement Jumps with New "Interactive Science" Program

Boston, MA (PRWEB) February 15, 2011

Elementary and middle school students learning with Pearson’s research-based Interactive Science curriculum are refuting those reports that America’s students are not measuring up to their international peers. Findings from two recent independent research pilot studies reveal that Pearson’s Interactive Science program significantly enhances students’ grasp of science concepts while creating an engaging, hands-on learning environment. (See video.)


Interactive Science helped all types of fourth-grade students – whether male or female, special education students or English language learners – significantly increase their understanding of core science content, according to independent research conducted by Magnolia Consulting. In fact, fourth-graders jumped an average of 21 percentile points from pre- to post-assessment after only two to three months with the program.


Sixth- and eighth-graders learning with Interactive Science also performed exceedingly well, according to a separate pilot study by PRES Associates. The PRES research results showed that these middle grades students improved their scores between 8 and 19 percent on an assessment developed to measure their comprehension of science concepts.


“Twenty-third. Sadly, that’s where our students are ranked out of 65 countries and education systems in science literacy according to the latest international study. Our Interactive Science program is going a long way to reverse this disturbing trend and ensure our students are prepared for careers in a technology-driven global economy,” said Lynda Cloud, Pearson’s head of science instruction.


Students in all grade levels reported that Interactive Science’s innovative “worktext” approach — which enables students to write directly in the book — helped them learn essential lesson content. They said the program’s pictures, diagrams, and lab activities were engaging and interesting, helping them improve their science understanding by actively involving them in the learning process.


When asked about the program, one elementary student said, “It gets me excited and encourages me to read on. That encouragement changes to understanding.”


Overall, teachers who participated in these pilots reported high student engagement with the worktext and the multitude of hands-on lab work; they liked that the program offered embedded reading and math support.


One fourth-grade teacher reported, “Many of the students saw a very different approach to science. They found through the investigations and labs that you can learn the same information in a variety of ways. They were required to think in a different way which pushed many of them outside their comfort zone and showed them they could still succeed.” And, a middle school teacher added, “Overall, I think the program would increase student awareness in applying science in their everyday lives.”


Magnolia Consulting’s study followed 140 fourth-graders in three schools across two districts in Maryland and Indiana. PRES Associates studied 381 students in grades six through eight spread across three middle schools in the states of Missouri, Utah, and Washington. The complete studies can be found at


A year-long efficacy study on Interactive Science is currently being conducted in schools nationwide. Results from the randomized control trial study – the same rigorous scientific research standard set by the Department of Education’s What Works Clearinghouse- will be available in fall 2011.


About Interactive Science

Featuring best practices in science instruction and aligned to National Science Teachers Association standards, Interactive Science integrates an interactive digital path, visual, and differentiated learning strategies to help teachers provide personalized learning for all students all in one place. For more information, see or watch the program in action at


About Pearson

Pearson has a vision of effective education: a virtuous circle of learning where powerful technologies enable teachers to assess students unobtrusively, diagnose their learning needs swiftly, prescribe personalized learning, and monitor student progress. This ongoing cycle of feedback to students, teachers, and parents begins by optimizing assessment data and putting it to work for continuous improvement in student progress and teaching effectiveness. For more, visit


For more information, press only:

Stacy Skelly


Stacy.skelly (at) pearson (dot) com



About The Author

Ibrar Ayyub

I am an experienced technical writer holding a Master's degree in computer science from BZU Multan, Pakistan University. With a background spanning various industries, particularly in home automation and engineering, I have honed my skills in crafting clear and concise content. Proficient in leveraging infographics and diagrams, I strive to simplify complex concepts for readers. My strength lies in thorough research and presenting information in a structured and logical format.

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