Results

Results

See one year’s growth in as little as 40 hours of instruction. No other tutoring center in St. Louis has a method as fun or effective. But you don’t have to take our word for it …

Client Testimonials

Check out our Google Reviews to learn what parents have to say about their learners’ personal experiences with Fit Learning St. Louis.

The Science

Fit’s unique approach is based on extensively researched and tested teaching methods. Here are some examples showing how dramatically Fit learners’ skills improved after their enrollments.

Outcomes Graph 01: Curriculum-Based Measurement: Rate of Improvement Comparisons

The following chart represents 40-hour rate of improvement comparisons (ROI) for learners assessed in school districts nationally versus learners who received instruction at Fit Learning. The blue bars reflect the national average rate of improvement for learners in school districts. And, the orange bars reflect the average rate of improvement for learners at Fit Learning.

graph showing how Fit learning outcomes compare favorably to national averages

By the way, are you familiar with the term curriculum-based measurement (CBM)? It’s one of the widely used, research-based assessment methods we use at Fit to track students’ progress and mastery of skills. In the graphs included here, we’ve used the AimsWeb platform to chart the CBM data and show how student performance stacks up to national percentile ranks. CBM assessments cover the subject areas of math, reading, writing, spelling, and – in the case of Lil Fits – early literacy and numeracy skills. In short, the use of CBM and AimsWeb allows us to effectively track student learning – both in comparison to their own past performance and how their learning compares to peers. This information drives instructional decision-making, which makes Fit learning sessions focused and efficient.

Four CBM assessments are included here in Outcomes Graph 01. Math-CAP CBM refers to an assessment of concepts and applications in math; it evaluates language-based math skills. Math-COMP CBM refers to an assessment of computation skills and evaluates the solving of math algorithms. MAZE-CBM refers to an assessment of reading comprehension. Finally, Oral Reading CBM refers to an assessment of oral reading fluency.

Outcomes Graph 02

Next, the graph below shows the 40-hour percentile rank gains achieved across curriculum-based measurement (CBM) assessments conducted with all learners enrolled in Fit Learning locations worldwide. On average, our learners improved from the 27th percentile at intake to the 59th percentile. They gained an average of 32 percentile ranks in only 40 hours of training. This reflects greater gains than most American students make in an entire school year.

Graph showing Fit learners gaining an average of 32 percentile ranks in 40 hours, more than most US students gain all school year

Outcomes Graph 03

The graph below shows the 40-hour percentile rank gains conducted with students enrolled in the Lil Fits program, where we track learners’ early literacy and numeracy skills. On average, our young learners improved from the 25th percentile at intake to the 61st percentile. They gained an average of 36 percentile ranks in only 40 hours of training, a dramatic acceleration of academic skills.

graph showing Lil Fits learners gaining an average of 36 percentile ranks in only 40 hours of training

Outcomes Graph 04

The graph below shows the 40-hour percentile rank gains achieved across CBM assessments conducted with all learners enrolled in Fit Learning locations worldwide with diagnoses of autism spectrum disorder (ASD). On average, these learners improved from the 28th percentile at intake to the 57th percentile. They gained an average of 29 percentile ranks in only 40 hours of training. This demonstrates the effectiveness of the Fit Learning program regardless of a learner’s diagnosis or classification.

graph showing learners with ASD diagnoses gaining an average of 29 percentile ranks in only 40 hours of training.

Outcomes Graph 05

The graph below shows the 40-hour percentile rank gains achieved across CBM assessments conducted with all learners enrolled in Fit Learning locations worldwide with learning disability diagnoses. On average, these learners improved from the 20th percentile at intake to the 42nd percentile. They gained an average of 22 percentile ranks in only 40 hours of training. This is yet another illustration of the program’s effectiveness regardless of a learner’s diagnosis or classification.

graph showing students with learning disability diagnoses gaining an average of 22 percentile ranks in only 40 hours of training

Outcomes Graph 06

The graph below shows the 40-hour percentile rank gains achieved across CBM assessments conducted with all non-classified learners enrolled in Fit Learning locations. On average, these learners improved from the 24th percentile at intake to the 50th percentile. They gained an average of 26 percentile ranks in only 40 hours of training, once again showing the effectiveness of the program regardless of a learner’s diagnosis or classification (or lack thereof).

graph showing non-classified learners gaining an average of 26 percentile ranks in only 40 hours of training

Outcomes Graph 07

Finally, for an even more granular view, shown below is the percentile rank gain of a learner with an autism spectrum diagnosis after completing a Fit Logic enrollment at Fit Learning St. Louis. The learner improved from a 15th to 73rd percentile ranking in reading comprehension – a 58 percentile ranking jump! Additionally, their reading accuracy improved from 75% to 100%.

graph showing learner with ASD diagnosis improving from 15th to 73rd percentile ranking in reading comprehension, and reading accuracy improving from 75% to 100%