Why Swun Math?
Data-driven, tailored curriculums
We offer highly differentiated, tailored, comprehensive curriculums. We carefully analyze and extrapolate from existing student data to identify weaknesses, needs, and the best approach to address these issues. All of our materials incorporate multiple levels of instruction for learners of all skill levels, taking into account not only mathematical ability, but also reasoning skills, English comprehension, and even ethnicity. For us, diversity is not just a buzzword, but a key tenet of our everyday practices, a strength to be understood and built on.
Aligned, scaffolded, and tested
We incorporate all the latest in best practices and research, from Gradual Release of Responsibility to Zone of Proximal Development. Our lesson materials are all scaffolded for proper learner development, calibrated for the perfect balance between teacher guidance and student autonomy, and aligned to the Common Core standards. Our instructional strategies have been carefully tested across a variety of classrooms and educational settings.
Strong basics and interdisciplinary learning
At Swun Math, we believe in a strong understanding of basic math concepts, upon which students will build. Unlike other textbooks and educational tools, we take an immersive approach, teaching specific content areas and basic skills, before moving on to more complicated concepts.
But math does not exist in a vacuum. Through our collaborative, interdisciplinary approach, we foster the development of reasoning, language, and writing skills, which are crucial in both college and the workplace.
A proven track record of success: Lennox Elementary School District
From Fall 2008 to Spring 2012, Swun Math partnered with the five Title 1 elementary schools in Lennox School District, located near Los Angeles International Airport–with stunning results. After four years, students in grades 3-5 grew by a minimum of forty percent: in grade 5, for instance, only 36% of students were proficient during the 2006-2007 school year, compared with 76% of students in 2011-2012.
Further, the percentage of students rated Below Basic/Far Below Basic also plunged drastically. For instance, 37% of 5th grade students were rated Below Basic/Far Below Basic in the 2006-2007 school year, compared with only 4% in 2011-2012. This figure stands in sharp contrast to the Below Basic/Far Below Basic rate for the rest of California’s Title 1 students, which is 21%.