RESEARCH AND DOCUMENTATION ABOUT KHAN ACADEMY
Independent Research Report from SRI
SRI is an independent, non-profit, research center that was contracted by the Bill and Melinda Gates Foundation to evaluate a two year pilot program in California involving 20 schools, more than 70 teachers, and over 2,000 students. The results of this research can be found at: http://www.sri.com/work/projects/research-use-khan-academy-schools
SRI Report: http://www.sri.com/sites/default/files/publications/khan-academy-implementation-report-2014-04-15.pdf
Research Brief: http://www.sri.com/sites/default/files/publications/2014-03-07_implementation_briefing.pdf
A few highlights from the report:
(Pg 12-13) Teachers reported that integrating Khan Academy into their instruction has increased their capacity to
support their students in a number of areas. Across the two years of the study, the majority (91%) of teachers indicated that using Khan Academy increased their ability to provide students with opportunities to practice new concepts and skills they had recently learned in class. Eight in ten teachers also reported that Khan Academy increased their ability to monitor students’ knowledge and ability, thus helping to identify students who were struggling... Slightly more than half the teachers (56%) reported that using Khan Academy helped them determine what content they needed to reteach.....
(Pg 13) We found a positive and statistically significant relationship between use of Khan Academy (the minutes spent working with the Khan Academy resources and the number of problem sets successfully completed to proficiency)-- and improved student outcomes—better than predicted test scores, lower math anxiety and higher confidence in one’s ability to do math.
(Pg 48) Khan Academy may have instilled in students a sense of ownership and control over the learning environment that is rare in traditional classroom settings.
(Pg 54) Tables of time on KA and test scores
(Pg 56) Tables on time on KA and math anxiety levels, etc.
SRI Report: http://www.sri.com/sites/default/files/publications/khan-academy-implementation-report-2014-04-15.pdf
Research Brief: http://www.sri.com/sites/default/files/publications/2014-03-07_implementation_briefing.pdf
A few highlights from the report:
(Pg 12-13) Teachers reported that integrating Khan Academy into their instruction has increased their capacity to
support their students in a number of areas. Across the two years of the study, the majority (91%) of teachers indicated that using Khan Academy increased their ability to provide students with opportunities to practice new concepts and skills they had recently learned in class. Eight in ten teachers also reported that Khan Academy increased their ability to monitor students’ knowledge and ability, thus helping to identify students who were struggling... Slightly more than half the teachers (56%) reported that using Khan Academy helped them determine what content they needed to reteach.....
(Pg 13) We found a positive and statistically significant relationship between use of Khan Academy (the minutes spent working with the Khan Academy resources and the number of problem sets successfully completed to proficiency)-- and improved student outcomes—better than predicted test scores, lower math anxiety and higher confidence in one’s ability to do math.
(Pg 48) Khan Academy may have instilled in students a sense of ownership and control over the learning environment that is rare in traditional classroom settings.
(Pg 54) Tables of time on KA and test scores
(Pg 56) Tables on time on KA and math anxiety levels, etc.
WCPSS Khan Academy Student Survey Results (1 week implementation)
We decided to get our feet wet with Khan Academy by introducing it in a 7th grade ICR math class the very last week of school. The goal was to become a bit more familiar with what a Khan implementation may look like. We were pleasantly surprised and shocked at the results of the implementation after only one week, the last week of school at that. We also chose a class that had implemented ALEKS in the classroom earlier in the year so we can compare student and teacher impressions. Now, of course, with such a limited experience with Khan, the data must be taken with a grain of salt.
Khan Academy Student Survey Live Form: https://docs.google.com/forms/d/1uQ18ZyZk5I8DjYbZpT98Gh3kirkzb4lXZQ57MfVR1iY/viewform
Khan Academy Student Survey Results: https://docs.google.com/spreadsheets/d/18QZFkgpS_GwJQpuuMarS9z8HW-xIV8JIcY0hlIVshAU/edit?usp=sharing
We gave the kids a playlist of skills to practice for one specific standard and the results were encouraging. I did not expect one of them to finish the playlist but most finished most of it. The light blue means they completed the skill once (5 correct in a row), dark blue means they mastered the skill (practiced twice and mastery test passed), and red means they are struggling with the skill. As you can see, most of the class finished the the majority of the playlist at proficiency (multiplying/dividing negative numbers was not part of the playlist so ignore that column) and the red blocks allow the teacher to easily determine what skills to work on. Adding and subtracting negative numbers was obviously a good candidate for small group work!
Khan Academy Student Survey Live Form: https://docs.google.com/forms/d/1uQ18ZyZk5I8DjYbZpT98Gh3kirkzb4lXZQ57MfVR1iY/viewform
Khan Academy Student Survey Results: https://docs.google.com/spreadsheets/d/18QZFkgpS_GwJQpuuMarS9z8HW-xIV8JIcY0hlIVshAU/edit?usp=sharing
We gave the kids a playlist of skills to practice for one specific standard and the results were encouraging. I did not expect one of them to finish the playlist but most finished most of it. The light blue means they completed the skill once (5 correct in a row), dark blue means they mastered the skill (practiced twice and mastery test passed), and red means they are struggling with the skill. As you can see, most of the class finished the the majority of the playlist at proficiency (multiplying/dividing negative numbers was not part of the playlist so ignore that column) and the red blocks allow the teacher to easily determine what skills to work on. Adding and subtracting negative numbers was obviously a good candidate for small group work!
Khan Academy Guides and Documentation
Coach and Classroom Resources Khan Academy Page - https://www.khanacademy.org/coach-res
Khan Academy Reference Material (How-to-Guides, Technology Guides, and Individual Implementation Resources) - https://www.khanacademy.org/coach-res/reference-for-coaches
Khan Academy Reference Material (How-to-Guides, Technology Guides, and Individual Implementation Resources) - https://www.khanacademy.org/coach-res/reference-for-coaches
Khan Academy Newsletter - Idaho Implementation
Here is some information from the Khan Academy Idaho Newsletter from January that should give you some information on the type of implementation they went through along with other useful information.
From KA Idaho Newsletter (Jan 2014) - http://www.khanidaho.org/newsletters/01-10-2014.pdf
When planning those lessons and units, teachers look at their curriculum, scope and sequence charts, textbook, and supplemental materials to plan the lesson for the day. This is how technology and KA should be considered, as a part of the overall lesson to teach and enforce the math concepts being taught during that day. There are some standards that KA can effectively support the instruction and practice of the concept, whereas there are other standards that KA does not support as well and may not be the best tool to teach that concept. KA should not be an add-on, like computer lab time has been used in the past. It should be thought of as a valuable tool to support your current mathematics instruction. When planning your lesson, look to your objective and then determine the best tools to teach to that objective.
From KA Idaho Newsletter (Jan 2014) - http://www.khanidaho.org/newsletters/01-10-2014.pdf
When planning those lessons and units, teachers look at their curriculum, scope and sequence charts, textbook, and supplemental materials to plan the lesson for the day. This is how technology and KA should be considered, as a part of the overall lesson to teach and enforce the math concepts being taught during that day. There are some standards that KA can effectively support the instruction and practice of the concept, whereas there are other standards that KA does not support as well and may not be the best tool to teach that concept. KA should not be an add-on, like computer lab time has been used in the past. It should be thought of as a valuable tool to support your current mathematics instruction. When planning your lesson, look to your objective and then determine the best tools to teach to that objective.