Independent Assessment Shows Measurable Impact!

YouthStudies Inc. – a third-party independent assessment team – has determined that students who participate in our programs show statistically significant gains in comprehension of math and science concepts, as well as their perceptions about their ability to be successful in STEM-related activities. Our most recent assessments:

Independent Assessment Report by Curricula ~ Meta-Analysis (2011-2017)

An Evaluation of the Salvadori Center’s STEAM Enrichment Program in Scranton and Riverside Schools (2017 – 2018)

An Evaluation of the Salvadori Center’s STEAM Enrichment Program in Scranton and Riverside, Pennsylvania School Districts (2016-2017)

Independent Assessment Report by School ~ Scranton and Riverside
(2016-2017)

Salvadori has administered five independent assessments in consecutive program cycles – all of which showed a significant positive impact on student achievement and self-efficacy. The following are highlights from past evaluations conducted by Youth Studies:

Salvadori Meta-Analysis: Bridges (2015)

Global Findings

Salvadori Center participants across four separate program cycles (i.e. Engineering Cities, Skyscrapers, Skateparks, and Bridges) demonstrated a significant increase in their confidence that they can be successful in math and science. Specifically, 70 percent of students experienced an increase in their math and science self-efficacy.
Salvadori Center participants across four separate program cycles (i.e. Engineering Cities, Skyscrapers, Skateparks, and Bridges) demonstrated a significant increase in their motivation to pursue educational and career choices in math and science. Specifically, 71 percent of students demonstrated an increase in their future-oriented STEM motivation.

Curriculum-Specific Findings

Salvadori Center participants demonstrated a statistically significant increase in their understanding of various types of bridges, and the advantages and features of different bridge designs. Specifically, 63 percent of participating students demonstrated an increase in their knowledge of mathematics and engineering concepts related to the design and construction of bridges.
Salvadori Center participants demonstrated a statistically significant increase in their understanding of the effects of common forces on moving objects. Specifically, 67 percent of participating students demonstrated an increase in their knowledge of common forces.
Salvadori Center participants demonstrated a statistically significant increase in their ability to correctly interpret a map scale and, using a ruler, estimate the actual length of a specific map detail. Specifically, 35 percent of participating students demonstrated an improvement in their map interpretation skills. Only 8 percent of participants demonstrated a decline in their map skills and the remaining 57 percent of students experienced no change.

Salvadori After-School and Enrichment: Bridges (2014)

142 students participated in the assessment; 56% were male; 43% self-identified as “Black or African American” or “Hispanic/Latino,” and 36% as “Asian”
evidence that the Bridges program supports several national math and science learning standards
significant gains in the students’:
- understanding of various types of bridges, and the advantages and features of different bridge designs
- understanding of the effects of common forces on moving objects
- ability to correctly interpret a map scale and, using a ruler, estimate the actual length of a specific map detail
- understanding of the scientific inquiry process, including the definition of a hypothesis and the scientific method
- confidence that they can be successful in math and science
- motivation to pursue educational and career choices in science
View the full report here.

Salvadori In-School: Skyscrapers (2012-2013)

participants demonstrated a statistically significant increase in their comprehension of scale and proportion concepts relevant to the Skyscrapers curriculum
participants demonstrated a significant increase in their knowledge of core design and architecture concepts relevant to the Skyscrapers curriculum
participants demonstrated a significant increase in their confidence that they can be successful in math and science
participants demonstrated a significant increase in their motivation to pursue educational and career choices in math and science
View the full report here.

Salvadori After-School: Skateparks (Spring 2013)

participants demonstrated a statistically significant increase in their ability to correctly recognize and analyze three-dimensional forms
participants demonstrated a statistically significant increase in their comprehension of scale and proportion concepts relevant to the Skateparks curriculum
View the full report here.

Salvadori After-School: BRIDGES (2011-2012)

the program was found to have successfully supported student learning and engagement for students that would not normally have had access to STEM enrichment programs
a large majority of surveyed participants responded that the BRIDGES program helped them “learn about developing plans for solving a problem,” and “learn about how building and structures are built”
students were actively engaged in urban planning and architectural concepts through hands-on activities, and experienced significant gains in their knowledge of basic urban planning terminology and concepts
surveyed participants experienced significant gains in their general engagement and interest in STEM
View the full report here.

ASPDP Survey Analysis

Based on pre- and post-surveys administered in two ASPDP courses provided by the Salvadori Center in Fall 2012, participants in these courses clearly increase both their content knowledge and confidence in their ability to apply relevant pedagogical skills. You can download the complete report HERE.

From Educators

“Our math scores were outstanding for our students this year. 94% of our students achieved in performance levels 3 and 4 on the NYS math assessment. We feel that the Salvadori experience helped our students learn and practice important math skills while they were engaged in exciting and fun-filled hands-on activities.”
Principal Valerie Sawinski from JHS 185, Queens

“We immediately noted a tremendous difference in attitude towards mathematics. We began to see wonderful hands-on projects that involved the very skills in which our students were weakest. Perhaps the best symbol of success was brought to our attention by the 9th grade math teacher who asked why her new 9th grade students were so superior to the students who came to her in previous years.”
Monte Joffee, former Principal, The Renaissance Charter School, Queens

“We wish we could have more than just one [grade] participating on this STEM program.”
Salvadori After-School Teacher, PS 199

“Really incredible experience of a lifetime for students.”
Salvadori In-Depth Teacher, PS 185

“Not only did my class look forward [to] building various bridges, they learned how to work collaborating and problem solve with their peers.”
Salvadori Starter Teacher, PS 198

“I would absolutely recommend this program to others.”
Salvadori Starter Teacher, PS 179

“I really enjoyed the Salvadori experience and have learned many aspects that I can incorporate in my teaching and professionally. The topics and lessons (especially the materials) are very engaging and allow the students to understand the concepts.”
Salvadori Starter Teacher, PS 192

“The children have increased their vocabulary and work together better after the Salvadori program.”
Salvadori Starter Teacher, PS 198

“This is my second year in the program. The first year I saw it as one more thing to do. Then as the year progressed I saw how the program engaged the students and even I was engaged. I loved it, I learned from it, and I wanted to do it again.”
Salvadori In-Depth Teacher, PS/IS 278

“This was a “hands-on” learning experience and the Salvadori Educators adapted the lessons for my special needs students.”
Salvadori Starter Teacher, PS 179

“The students learned many new vocabulary words that they can identify in their neighborhood. They also made connections in the books they were reading.”
Salvadori Starter Teacher, PS 179

“My [English language learners]…were able to understand the importance of creating a 3D model in proportion. This was a wonderful program that our students and I thoroughly enjoyed it.”
Salvadori Starter Teacher, PS 310

From Students

“My goal is to one day construct a real bridge just like my model…one that will stand out in the world, demonstrating great beauty and strength. Before my experience with Salvadori I never imagined that this was something I would be interested in doing.”
Student from International High School, Queens

“Before [Salvadori] came to our classroom, I always thought architecture was a job for a man. Well, I was wrong. I now have an understanding of how designing a building can be related to all the different academic subjects. I never imagined how exciting it could be–even though it’s hard!”
Salvadori middle school student

“How would math help me when I got out there in the real world? Would circumference and area matter? [With] the Salvadori Center…I learned that math is numbers that translate into homes and offices where people live and work…The program instilled in me determination, motivation and hope.”
Salvadori scholarship winner

“This is the program I’ve been waiting for my whole life because I love architecture.”
7th grader, Williamsburg Community Center

From Donors

“The Salvadori Center represents the future—of design applications as well as education for the built environment. What better way of helping young people appreciate structures and helping ourselves attract the next generation.”
Richard T. Anderson, New York Building Congress

“Our youth is our future and we need to invest in them by building confident, capable learners who look for solutions to everyday challenges. Studies show that Salvadori students are engaged, learn more, and are more interested in pursuing careers in math and science. I am especially proud of the fact that girls who participate in Salvadori programs show significant increases in their confidence to succeed in math and science as well as to pursue STEM careers.”
Gregory Kelly, WSP | Parsons Brinckerhoff

“It brings me great satisfaction to support two of my most cherished interests: our children and the promotion of STEAM studies. My personal donation of $3,000 is a small but very happy contribution towards enabling both!”
Sabrina Kanner, Brookfield Property Partners

Findings From Principal Survey

Salvadori’s survey of participating principals asked them to indicate their level of agreement with statements across various categories of service. The results were extremely positive:

Salvadori Residencies

My Salvadori program(s) aligned with grade-specific Common Core Math Standards and Mathematical Practices. (score: 8.7 out of 10)
My Salvadori program(s) aligned with New York State Standards for Math, Science, and Technology. (score: 8.7 out of 10)
My Salvadori program(s) supported school-wide and district-wide goals as outlined in the Citywide Instructional Expectations and the Quality Review Rubric. (score: 8.3 out of 10)
I would recommend Salvadori programs to other principals. (score: 9.5 out of 10)

Salvadori Educators

The Salvadori Educator was knowledgeable about the subject matter. (score: 9.5 out of 10)
The Salvadori Educator was well-prepared. (score: 9.5 out of 10)

testimonials & results