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Company
Portfolio Data
Back to Company SearchTEACHLEY, LLC
UEI: NATULVSV4VX6
Number of Employees: 5
HUBZone Owned: No
Woman Owned: Yes
Socially and Economically Disadvantaged: No
SBIR/STTR Involvement
Year of first award: 2012
8
Phase I Awards
8
Phase II Awards
100%
Conversion Rate
$1,397,475
Phase I Dollars
$8,094,152
Phase II Dollars
$9,491,627
Total Awarded
Awards
Building a mathematical problem-solving environment to prepare K-5 students for success in STEM and health careers.
Amount: $1,640,462 Topic: 500
Project Summary/Abstract There is an enormous need for qualified people to pursue careers in STEM (Noonan, 2017). However, the lack of a strong foundation in mathematics means students are less likely to pursue STEM majors and careers (Chen, 2013; Griffith, 2010; Huang, Taddese, & Walter, E, 2000; Kokkelenberg & Sinha, 2010; Lowell et. al., 2009; Seo, Shen & Alfaro, 2019). Students from low-income families, women, and underrepresented minorities are also less likely to major in STEM (Bettinger, 2010; Griffith, 2010; Hill, Corbett & Rose, 2010; Kokkelenberg & Sinha, 2010). Improving math learning in the elementary grades is important to ensure children have the essential foundational skills and strong self-efficacy beliefs to be able to succeed with later mathematics and pursue careers in STEM. With this Fast-Track grant, we propose to build a mathematical problem-solving environment, Teachley Problem Solving (TPS), to transform the way elementary students learn to solve math problems. TPS will include a set of digital tools to help students understand and classify the underlying structure of problems, use clear visuals to model the mathematics of the problems, and construct strong mathematical arguments. The environment will also integrate into ASSISTments, a math curriculum platform built by The ASSISTments Foundation and Wooster Polytechnic Institute . Outcomes. The proposal will encourage two main outcomes, namely: 1) improved student math achievement and 2) increased math self-efficacy. A key research aim is to determine whether supporting elementary students with digital problem-solving tools helps them develop stronger problem-solving skills as compared to typical instruction. We also anticipate that using the engaging tools with real-time feedback will also bolster students’ motivation and self-efficacy in mathematics. Improving students’ academic outcomes and math self-efficacy during elementary school will promote later success in high school mathematics. Since the number of advanced math classes students take is correlated with likelihood to complete a STEM degree, (Chen, 2013) a distal outcome of this proposal is increasing the number of students pursuing careers in STEM.
Tagged as:
SBIR
Phase II
2023
HHS
NIH
Building a mathematical problem-solving environment to prepare K-5 students for success in STEM and health careers.
Amount: $248,542 Topic: 500
Project Summary/AbstractThere is an enormous need for qualified people to pursue careers in STEM (Noonan, 2017). However, the lack of a strong foundation in mathematics means students are less likely to pursue STEM majors and careers (Chen, 2013; Griffith, 2010; Huang, Taddese, and Walter, E, 2000; Kokkelenberg and Sinha, 2010; Lowell et. al., 2009; Seo, Shen and Alfaro, 2019). Students from low-income families, women, and underrepresented minorities are also less likely to major in STEM (Bettinger, 2010; Griffith, 2010; Hill, Corbett and Rose, 2010; Kokkelenberg and Sinha, 2010). Improving math learning in the elementary grades is important to ensure children have the essential foundational skills and strong self-efficacy beliefs to be able to succeed with later mathematics and pursue careers in STEM. With this Fast-Track grant, we propose to build a mathematical problem-solving environment, Teachley Problem Solving (TPS), to transform the way elementary students learn to solve math problems. TPS will include a set of digital tools to help students understand and classify the underlying structure of problems, use clear visuals to model the mathematics of the problems, and construct strong mathematical arguments. The environment will also integrate into ASSISTments, a math curriculum platform built by The ASSISTments Foundation and Wooster Polytechnic Institute .Outcomes. The proposal will encourage two main outcomes, namely: 1) improved student math achievement and 2) increased math self-efficacy. A key research aim is to determine whether supporting elementary students with digital problem-solving tools helps them develop stronger problem-solving skills as compared to typical instruction. We also anticipate that using the engaging tools with real-time feedback will also bolster students’ motivation and self-efficacy in mathematics.Improving students’ academic outcomes and math self-efficacy during elementary school will promote later success in high school mathematics. Since the number of advanced math classes students take is correlated with likelihood to complete a STEM degree, (Chen, 2013) a distal outcome of this proposal is increasing the number of students pursuing careers in STEM.
Tagged as:
SBIR
Phase I
2022
HHS
NIH
Teachley Math Practice Kits: Transmedia resources to support students’metacognitive math reasoning
Amount: $900,000 Topic: 91990021R0003
Not available
Tagged as:
SBIR
Phase II
2021
ED
IES
Teachley Problem-Solving Assessment: Supporting teachers to assess and promote students mathematical thinking
Amount: $900,000 Topic: 91990021R0003
Not available
Tagged as:
SBIR
Phase II
2021
ED
IES
Teachley Math Practice Kits: Transmedia resources to support students’metacognitive math reasoning
Amount: $199,401 Topic: 91990020R0006
This project will develop transmedia kits including videos, games, creation tools, character cards, and comic books to engage and support Kindergarten to grade five students in learning strategies to understand abstract mathematical topics, such as such as on misconceptions related to place value and multi-digit operations. The kits will be a supplemental resource for elementary teachers looking to support instructional practice. The Phase I project will produce a prototype kit with resources addressing a specific math learning objective. At the end of Phase I, in a pilot study with 48 students in 2 second-grade classrooms, the researchers will examine how teachers use the kits, whether students are engaged in the materials, and how well students explain mathematical concepts.
Tagged as:
SBIR
Phase I
2020
ED
IES
Teachley Problem-Solving Assessment: Supporting teachers to assess and promote students mathematical thinking
Amount: $199,995 Topic: 91990020R0006
The project will develop a prototype of a formative assessment dashboard for teachers to view, monitor, and gain insight from students' digital work in mathematics to inform instruction. In Phase I, the team will develop a prototype of the formative assessment tool to support teachers' pedagogical approaches, identify areas for personalized intervention, and plan math discussions that address student misconceptions and support peer-to-peer learning. At the end of Phase I, in a pilot study with 3 fifth-grade teachers and 75 students, the researchers will examine whether the prototype functions as planned, if educators can use the prototype to track student progress, and if teachers believe that the prototype can facilitate formative assessment in ways that can sharpen instruction and deepen student learning.
Tagged as:
SBIR
Phase I
2020
ED
IES
Building a classroom game economy to improve mathematical reasoning and prepare K-5 students for success in STEM learning
Amount: $989,429 Topic: 500
There is an enormous need for qualified people to pursue careers in STEM (Noonan, 2017). However, the lack of a strong foundation in mathematics means students are less likely to pursue STEM majors and careers (Chen, 2013; Griffith, 2010; Huang, Taddese, andamp; Walter, E, 2000; Kokkelenberg andamp; Sinha, 2010; Lowell et. al., 2009). Students from low-income families, women, and underrepresented minorities are also less likely to major in STEM (Bettinger, 2010; Griffith, 2010; Hill, Corbett andamp; Rose, 2010; Kokkelenberg andamp; Sinha, 2010). Improving math learning in the elementary grades is important to ensure children have the essential foundational skills and strong self-efficacy beliefs to be able to succeed with later mathematics and pursue careers in STEM. With this Fast-Track grant, Class Store ( CS ) , we propose to transform the way in which students learn Number and Operations in Base Ten. CS will be an engaging, commercially available, classroom-based economy game for tablets and Chromebooks that focuses on multi-digit operations. CS will encourage conceptual understanding and build math self-efficacy for students in grades K-5 within the context of a digital, classroom-based marketplace. Within the game, students will create stores, craft objects to sell, engage in selling/purchasing transactions, and work together to increase the value of the economy. In addition, the game will utilize artificial intelligence (AI) to detect strategies students use and help teachers facilitate rich mathematical discussions thereby enhancing students’ reasoning skills. Outcomes. The proposal will encourage three main outcomes, namely: 1) algorithms for detecting math strategies students use, 2) a discussion support dashboard, and 3) algorithms for predicting at-risk status. A key research aim is to determine whether the software can predict math strategies students use and detect which students are at-risk academically as compared to standardized assessment data, which will help teachers intervene appropriately. The discussion support dashboard will help to promote rich mathematical discussion, thereby improving students’ mathematical justification and conceptual understanding. The engaging game will bolster students’ motivation and self-efficacy in mathematics. Improving students’ academic outcomes and self-efficacy in base ten during elementary school will promote later success in high school mathematics. Since the number of advanced math classes students take is correlated with likelihood to complete a STEM degree, (Chen, 2013) a distal outcome of this proposal is increasing students pursuing careers in STEM.There is an enormous need for students majoring in the fields of Science, Technology, Engineering and Mathematics (STEM), yet lacking a strong foundation in mathematics makes students, especially women, minorities and those from low-income backgrounds, less likely to pursue careers in STEM. Class Store will bolster students’ mathematics abilities, including mathematical reasoning and self-efficacy, in the foundational area of Number and Operations in Base 10 in the short and long term. This will, in turn, lead to several positive distal outcomes, such as increased STEM majors and careers.
Tagged as:
SBIR
Phase II
2019
HHS
NIH
Deep Fractions Learning: A Core Curriculum of Games, Inquiry, and Collaboration
Amount: $1,114,264 Topic: 500
Project Summary/AbstractThe transition to remote learning for US schools and districts due to COVID-19 has been fraught with challenges for administrators, educators, students, and families. School and district administrators are scrambling to find hardware and software solutions that will work for as many of their families as possible. Educators are using various new technologies for the first time with little training and support. Families are balancing work and life demands with trying to manage their children’s learning. Even with normal classroom instruction, struggling learners often do not benefit from adaptive learning technologies as much as their peers, and these technologies can exacerbate the achievement gap in normal times (Steenbergen-Hu andamp; Cooper, 2013). During this period of remote learning, many of these struggling learners lack self-efficacy, motivation, hardware/internet connectivity, or an appropriate environment for concentrated work, which will inevitably lead to further learning loss. Before COVID-19, there was already an enormous deficit in students’ understanding of fractions. Research shows that students who start middle school with poor understanding of fractions are more likely to struggle with later mathematics (Siegler et al., 2012). In particular, the NIH SEPA program has identified PreK-8th grade math as an area of high programmatic interest (FOA PAR-20-153), because it is such an essential component of being prepared for careers in STEM and health.With this administrative supplement to our original project, Deep Fractions Learning, we propose to adapt the curriculum for use in remote/blended learning contexts and test how the curriculum can be implemented in various settings. More specifically, we will ensure the curriculum software components are accessible using a wide variety of devices, including smartphones, Chromebooks, and low-end tablets. We will adapt the teacher dashboard to help teachers plan across a variety of learning environments: virtual, in-person, and blended. We will use mixed methods to evaluate how teachers use the curriculum in-person, remotely, or in a blended model. With the administrative supplement, we will be able to conduct a comparison group study, where we evaluate the impact of coaching on teachers’ preparedness to teach remotely.Outcomes. The intervention will encourage four direct outcomes for students, namely improved: 1) conceptual understanding of fractions, 2) procedural fluency with fractions operations, 3) mathematical justification, and 4) motivation whether delivered in-person, remotely, or using a blended model.Improving students’ academic outcomes and self-efficacy in the area of fractions during elementary school will promote later success in high school mathematics. Being able to continue high quality instruction and learning during the COVID crisis will ensure more elementary students are better prepared for middle and high school math. Since each additional math class students complete in high school more than doubles the odds of college completion (Adelman, 2006), the intervention has the potential to make a real difference in whether students achieve sustainable careers versus being stuck in low-wage jobs.Project NarrativeFractions knowledge in the fifth grade strongly predicts high school math performance, even when controlling for working memory, whole number knowledge, IQ, reading ability, and demographic factors (Siegler et al., 2012). Intervention in this essential content area will improve students’ math ability in the short and long term, which in turn will lead to several positive distal outcomes, such as greater high school graduation rates and college attendance.
Tagged as:
SBIR
Phase II
2019
HHS
NIH
Building a classroom game economy to improve mathematical reasoning and prepare K-5 students for success in STEM learning
Amount: $149,887 Topic: 500
ProjectSummary AbstractThereisanenormousneedforqualifiedpeopletopursuecareersinSTEMNoonanHoweverthelackofastrongfoundationinmathematicsmeansstudentsarelesslikely topursueSTEMmajorsandcareersChenGriffithHuangTaddeseandampWalterEKokkelenbergandampSinhaLowelletalStudentsfromlow incomefamilieswomenandunderrepresentedminoritiesarealsolesslikelytomajorinSTEMBettingerGriffithHillCorbettandampRoseKokkelenbergandampSinhaImprovingmath learningintheelementarygradesisimportanttoensurechildrenhavetheessential foundationalskillsandstrongself efficacybeliefstobeabletosucceedwithlatermathematics andpursuecareersinSTEMWiththisFast TrackgrantClassStoreCSweproposeto transformthewayinwhichstudentslearnNumberandOperationsinBaseTenCSwillbean engagingcommerciallyavailableclassroom basedeconomygamefortabletsand Chromebooksthatfocusesonmulti digitoperationsCSwillencourageconceptual understandingandbuildmathself efficacyforstudentsingradesKwithinthecontextofa digitalclassroom basedmarketplaceWithinthegamestudentswillcreatestorescraftobjects tosellengageinselling purchasingtransactionsandworktogethertoincreasethevalueofthe economyInadditionthegamewillutilizeartificialintelligenceAItodetectstrategiesstudents useandhelpteachersfacilitaterichmathematicaldiscussionstherebyenhancingstudentsreasoningskillsOutcomesTheproposalwillencouragethreemainoutcomesnamelyalgorithmsfor detectingmathstrategiesstudentsuseadiscussionsupportdashboardandalgorithms forpredictingat riskstatusAkeyresearchaimistodeterminewhetherthesoftwarecanpredict mathstrategiesstudentsuseanddetectwhichstudentsareat riskacademicallyascompared tostandardizedassessmentdatawhichwillhelpteachersinterveneappropriatelyThe discussionsupportdashboardwillhelptopromoterichmathematicaldiscussionthereby improvingstudentsmathematicaljustificationandconceptualunderstandingTheengaging gamewillbolsterstudentsmotivationandself efficacyinmathematicsImprovingstudentsacademicoutcomesandself efficacyinbasetenduringelementary schoolwillpromotelatersuccessinhighschoolmathematicsSincethenumberofadvanced mathclassesstudentstakeiscorrelatedwithlikelihoodtocompleteaSTEMdegreeChenadistaloutcomeofthisproposalisincreasingstudentspursuingcareersinSTEM ProjectNarrativeThereisanenormousneedforstudentsmajoringinthefieldsofScienceTechnologyEngineeringandMathematicsSTEMyetlackingastrongfoundationinmathematicsmakes studentsespeciallywomenminoritiesandthosefromlow incomebackgroundslesslikelyto pursuecareersinSTEMClassStorewillbolsterstudentsmathematicsabilitiesincluding mathematicalreasoningandself efficacyinthefoundationalareaofNumberandOperationsin BaseintheshortandlongtermThiswillinturnleadtoseveralpositivedistaloutcomessuchasincreasedSTEMmajorsandcareers
Tagged as:
SBIR
Phase I
2018
HHS
NIH
Deep Fractions Learning: A Core Curriculum of Games, Inquiry, and Collaboration
Amount: $149,650 Topic: 500
ProjectSummary AbstractThereisanenormousdeficitinstudentsunderstandingoffractionsintheUnitedStatesFifthgradefractionknowledgepredictshighschoolmathperformanceevenwhencontrolling forworkingmemorywholenumberknowledgeIQreadingabilityanddemographicfactorsSiegleretalThereforeaddressingthisdeficitisaparticularlyimportantareaforearly interventionWiththisFast TrackgrantDeepFractionsLearningweproposetotransformthe wayinwhichstudentslearncoremathcurriculumsothatmaterialsaremoreinteractiveand engagingpromotedeeperlearningofcontentandarealignedwiththeCommonCoreMore specificallywewilldevelopandevaluateadigitalcurriculumforgradescoveringthe fractionsdomainthatcombinesgamescollaborationandaninquiryapproachWeproposeto developaninnovativetechnologyinfrastructurethatwillintegrateTeachleylearninggamesSuccessforAll sSFAcooperativelearningframeworkandrigorouslessoncontentWewill integrateresearchintothedesignprocessandworkwithJohnsHopkinsUniversitytoevaluate theefficacyoftheinterventionOutcomesTheinterventionwillencouragefourdirectoutcomesforstudentsnamely improvedconceptualunderstandingoffractionsproceduralfluencywithfractions operationsmathematicaljustificationandmotivationFirstthecurriculumwillbuildboth conceptualunderstandingandproceduralfluencyprovidingstrongvisualmodelswithin engaginggamesthatmotivatestudentstopracticeThecollaborativelearningmodelandinquiry approachwillimprovestudentsmathematicaljustificationFinallyweencouragethese outcomeswithinamotivationalsupportstructuredesignedtofosterengagementand self efficacyImprovingstudentsacademicoutcomesandself efficacyintheareaoffractionsduring elementaryschoolwillpromotelatersuccessinhighschoolmathematicsSinceeachadditional mathclassstudentscompleteinhighschoolmorethandoublestheoddsofcollegecompletionAdelmantheinterventionhasthepotentialtomakearealdifferenceinwhether studentsachievesustainablecareersversusbeingstuckinlow wagejobs ProjectNarrativeFractionsknowledgeinthefifthgradestronglypredictshighschoolmathperformanceevenwhencontrollingforworkingmemorywholenumberknowledgeIQreadingabilityand demographicfactorsSiegleretalInterventioninthisessentialcontentareawill improvestudentsmathabilityintheshortandlongtermwhichinturnwillleadtoseveral positivedistaloutcomessuchasgreaterhighschoolgraduationratesandcollegeattendance
Tagged as:
SBIR
Phase I
2018
HHS
NIH