The Science Behind ISP Learning
Why our approach actually works — and how we prove it
Our Core Belief
"If the student hasn't learned, the teacher hasn't taught."
When a student struggles at ISP, we don't label the kid. We ask: "What do we need to change about the instruction?"
This flips the traditional script. Most schools blame the student ("they're not trying," "they're not smart enough"). We take responsibility for results.
The 2 Sigma Promise
In 1984, researcher Benjamin Bloom discovered something remarkable:
| Learning Method | Student Performance |
|---|---|
| Traditional classroom | 50th percentile (average) |
| 1:1 tutoring + mastery learning | 98th percentile |
That's a 2 standard deviation improvement — the "2 Sigma" effect. An average student becoming a top-2% student.
The problem: You can't afford a personal tutor for every subject.
The ISP solution: Combine AI-adaptive learning (TimeBack) + Learning Coaches + Student Success Coaches to replicate 1:1 tutoring at scale.
What Makes ISP Different: The A-B-Z Framework
A — Activate Motivation
Learning happens when students WANT to learn. We design for the three psychological needs that drive motivation:
| Need | What It Means | How ISP Delivers |
|---|---|---|
| Autonomy | Feeling in control | Students choose their pace, their schedule, their athlete role models |
| Competence | Feeling capable | Mastery-based progression guarantees success experiences |
| Relatedness | Feeling connected | SSC relationship, pods with other athletes, athlete mentorship |
Key insight: Competence often drives motivation, not the other way around. We build success first, and motivation follows.
B — Block Shortcuts
Here's an uncomfortable truth: most educational software lets students game the system.
| The Shortcut | Why It Kills Learning | How ISP Blocks It |
|---|---|---|
| Guessing | No thinking happens | Response time tracking, explain-your-answer prompts |
| Skipping feedback | Mistakes repeat | Required interaction with explanations |
| Rushing through | No comprehension | Pacing controls, mastery gates |
Why this matters: Your child might "complete" lessons without learning anything. We make sure that can't happen.
1-10 — The Learning Engine
These are the research-backed techniques built into every ISP lesson:
| # | Technique | What It Means | Why It Works |
|---|---|---|---|
| 1 | Mastery Learning | Must score 80%+ to advance | No gaps compound |
| 2 | Cognitive Load | Short, focused lessons | Working memory is limited |
| 3 | Worked Examples | Show how before asking to do | Reduces overwhelm for new material |
| 4 | Retrieval Practice | Frequent quizzing | Testing IS learning (not just measurement) |
| 5 | Spacing | Review over time | Beats cramming by 2-3x |
| 6 | Interleaving | Mix problem types | Builds discrimination skills |
| 7 | Automaticity | Fast on the basics | Fluent math facts = brain space for harder thinking |
| 8 | Feedback | Immediate, specific, actionable | Errors corrected before they solidify |
| 9 | Desirable Difficulty | Struggle builds strength | Easy practice = weak learning |
| 10 | Multimedia | Visuals + audio done right | Designed for how brains actually process |
The truth: Your child probably uses LOW-effectiveness strategies (rereading, highlighting). We force HIGH-effectiveness strategies.
Z — The Goal: 2 Sigma Results
Everything points toward one outcome: tutoring-level results for every student.
| Metric | Traditional | ISP Target |
|---|---|---|
| Average student → percentile | 50th | 98th |
| Students achieving mastery | ~20% | 80%+ |
Learning Coaches: Your Child's Safety Net
The TimeBack AI handles ~90% of students automatically. But what about the 10% who get stuck?
That's where Learning Coaches come in.
Who They Are
- Iowa-licensed teachers (1:500 ratio)
- Trained in learning science interventions
- NOT generic tutors — they diagnose why learning isn't happening
What They Do
| Situation | Learning Coach Response |
|---|---|
| Behind 1-2 modules | Weekly check-in, answer questions |
| Concept gap identified | 2x/week sessions, worked examples, guided practice |
| Significantly behind | Daily support, diagnostic assessment, foundational work |
How They Think
When your child is struggling, the Learning Coach asks:
- Is this a learning problem or a behavior problem? (Are they guessing? Skipping feedback?)
- Is the cognitive load too high? (Too many new concepts at once?)
- Are prerequisite skills missing? (Can they do the underlying math facts fast enough?)
- Is the feedback working? (Do they understand what went wrong?)
No one falls through the cracks. Your SSC monitors daily. If your child struggles for more than a few days, a Learning Coach gets involved.
How We Prove It's Working
You shouldn't just trust us. Here's how we measure:
For Your Child
| What We Track | Why It Matters |
|---|---|
| Mastery % per subject | Are they actually learning, or just completing? |
| Time to mastery | Efficiency — are they struggling unnecessarily? |
| Retention on reviews | Do they remember it weeks later? |
| Response time + accuracy | Are they thinking or guessing? |
| State test scores (ISASP) | External validation |
What You See
Parents get access to dashboards showing:
- ✅ Daily completion status
- ✅ Mastery levels by subject
- ✅ Time spent learning
- ✅ Areas of strength and struggle
- ✅ SSC and Learning Coach notes
No surprises. You always know where your child stands.
The Uncomfortable Questions We Answer
"Is 2 hours really enough?"
Yes — if those 2 hours are focused, mastery-based, and use high-effectiveness techniques. Traditional schools inflate hours with waiting, transitions, and busywork.
Research shows actual focused learning time in traditional classrooms is often less than 2 hours. We just made that official.
"What if my kid just clicks through?"
They can't. Our system:
- Tracks response time (too fast = flag)
- Requires explanation for certain answers
- Gates progression on demonstrated mastery
- Alerts the SSC if patterns suggest shortcuts
"How do I know they're actually learning?"
- ISASP scores (same state test as public schools)
- Mastery assessments at every level
- Retention checks weeks/months later
- Learning Coach observations
"What if they need more help?"
That's exactly what Learning Coaches are for. Individual attention is always available. Your SSC coordinates this automatically.
The Research We Follow
These aren't opinions. This is decades of peer-reviewed research:
| Researcher | Finding |
|---|---|
| Benjamin Bloom (1984) | 2 Sigma: 1:1 tutoring moves average to 98th percentile |
| John Sweller (1988) | Cognitive Load Theory — working memory is the bottleneck |
| Roediger & Karpicke (2006) | Testing beats rereading for long-term memory |
| Dunlosky et al. (2013) | Retrieval practice and spacing are highest-utility strategies |
| Black & Wiliam (1998) | Formative assessment produces massive learning gains |
| Deci & Ryan (2000) | Self-Determination Theory — autonomy, competence, relatedness |
We don't invent learning science. We apply it.
For the Skeptics
"This sounds too good to be true."
Fair. Here's our response:
- We publish our results. Every ISASP score. Every mastery rate.
- Your child takes the same state test as public school students — external validation.
- Our methods are not proprietary secrets — they're published research anyone can verify.
"Why don't traditional schools do this?"
Some try. But:
- 30 kids per class makes mastery-based progression nearly impossible
- Teachers aren't trained in learning science (education schools don't require it)
- The calendar-based system forces "cover material, move on" regardless of mastery
- Technology that actually implements this is new
"Is this just test prep?"
No. Mastery-based learning produces students who understand material, not students who memorized enough to pass a test. Understanding transfers. Memorization doesn't.