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Actually Measuring Success

Door-2-Math has helped clients from more than 30 local schools in Tucson and Phoenix area.  Local Tucson public schools included University High, Catalina Foothills High, Sabino High, Sahuaro High, Tucson High, Amphitheater High, Cienega High, Challenger Middle School, Mountain View High, Marana High, Orange Grove Middle School; private schools such as Greenfield Country Day School, Cross Middle School and parochial schools such as Desert Christian, Immaculate Heart, St. Joseph, St. Peter and Paul, St. Cycils, Pusch Ridge, St. Ambrose, St. Gregory, Salpointe, St. Michaels, St. Elizabeth Ann Seton; and Charter Schools such as Montessori School House, Academy of Math and Science, Basis, City High, Vail High and Satori.  In addition, students come from Phoenix area schools such as Red Rock and Brophy College Preparatory
Our clients' successes are well documented, not only in the paragraphs that follow, but in reference letters, testimonials, case studies.

 

A Few Sample Success Stories From Clients Who Shared

Sample 1: Improved Math Grades and Maximized Overall School Performance

Eliza was one of the youngest students who came to Door-2-Math. By 4th grade she was already in a state of desperation about math and was taken out of her regular math class and put in a remedial class at her school. “By grade four, evenings in our household were marred by frustration manifested itself in various forms from pained expressions to shouting matches….and our daughter invariably ended up in tears,” wrote Eliza’s Mom.

After Eliza's assessment, drawing on my experience and independent psychology research, I provided feedback to the parents (both university PhD-level academics) that Eliza is a bright girl who needs more self-confidence to succeed. I emphasized that the foundation, the learning skills, and test taking skills will come easily to Eliza because of her intellectual potential but confidence will be the challenge.

The program we jointly designed for Eliza was per-project based and I reached out and located additional resources and expert helps in family therapy, psychology, counseling and motivational speaking circles to educate myself in order to help Eliza.  At the beginning of her mathability program, roughly half of each lesson was spent listening to Eliza and instilling confidence through positive reinforcement. We first learned together, as a confidence building measure, how to read the clock, because Eliza said she didn't know how. The other half of each lesson was spent on fundamental math concepts since her learning habits and test taking skills were "in her genes" because of her academic parents.   In the end, it was my ability to listen and empathize with her that allowed me the opportunity to build up her math confidence again.  

Eliza's improvement was rapid. She went from the remedial class to the regular class raised her grade to an A, and once even got up in front of the class and explained a math concept.  “I never learned so much math and still had a great time,” said Eliza when she got her first A.  In her reference letter, Eliza’s Mom wrote that ‘Dr. Pan patiently explored our daughter’s underlying fear with math, her relationships with friends, siblings, teachers and with my husband and myself.  Through those sessions with Dr. Pan, I got to know our daughter on an entirely new level – a deeper and more mature level.”

 

Sample 2: Gained Critical Thinking Skills

Adam (not his real name) was an 8th grader who came with tears in his eyes because he was worried he would not get into his favorite high school because of low math grades.  Though they all like the school Adam has attended since kindergarten, his parents feel and fear that quality of math classes there had fell short for their son.

After the initial assessment and a consultation with his parents (a small-business owner dad and a nurse mom), I saw right away (to the parents disbelief) that he was not far from being an A student.   Since math is a business of details, details and details, my 12 years of training in math and research came very useful: carefully and thoroughly, I explained to his parents what each of math building blocks is, how and why they are interlinked and how to go about helping a student like Adam to overcome what might seems like unattainable: gain self-confidence through excelling math.

Sensing and using what Adam’s very apparent strong desire to succeed, I asked for the parents to trust me that progress will come quickly.  With that in mind we designed a program that actually focused on insuring long-term success from the get-go. After the initial 5 weeks of work, we moved quickly through the three phases of building Adam’s math confidence.  First we addressed Adam’s mostly solid foundation, then we worked on perfecting Adam’s test-taking skills and finally with the goal of insuring long-term success, we worked on establish effective study habits.

Adam's grades shot up to the 90's from the 60's and not only did he easily gained admittance to his favorite high school (with the top baseball program in the city), Adam gained placement into an honor’s Algebra class – a task he had never dream of achieving. When “Adam was doing so well in his class that he was starting to get bored with the class material,” wrote Adam’s Mom, “Dr. Pan took the initiative and talked to us about either freezing the program until Adam needs more help or finding more challenging material outside of class.  We chose keeping him challenged by working on algebra material.” In addition, we aimed for furthering Adam’s mathablity so that his gains remain in place for the long term.

Two and a half years later Adam, entering his junior year, is still consistently getting A's in his advanced math classes and is looking at college choices without worrying about what math class he could or could not handle.

Sample 3: Improved Math Confidence and Self-esteem

Carl (not his real name) was a 6th grader at the end of his rope when he started in April. He was consistently getting 40s on his tests and his math foundation was at the second grade level, that is he did not have a good grasp of division and fractions, much less the pre-algebra concepts that he was learning in the sixth grade at his competitive parochial school. Because of his frustration and despair, establishing effective learning habits was not something Colden had ever ‘thought about it’.

After the assessment, I informed the parents (an army Dad and a stay-at-home mom) right away Carl's grades would not go up quickly and explained why. Assuredness is one of the cornerstones Door-2-Math is build on.  For each family come in, I am committed to integrity even if it means I lose a client.  Luckily for Carl, his parents were very supportive and enthusiastically asked to enroll Carl in Door-2-Math’s Mathability program.

The four of us then sat down and together designed a custom program for Carl to: 1)shore up the foundation; 2) build learning skills and finally 3) sharpen the test-taking skills. In the original design and subsequent execution of Carl’s Mathability program, I used my experience from working with hundreds of other students prior to him, to find the right methodology in reaching him, explaining math Carl’s way, motivate and empower him the Carl’s way.

Result: By mid-summer through methodical work we caught up Carl on his foundation through division, fractions and finally 7th grade pre-algebra. Next, we moved on to the learning skills. Carl's inefficient approach to learning the material had to be completely reprogrammed so that he was able to grasp and build on concepts in a systematic manner. With the foundation and the learning skills in place we moved on to the test-taking skills. Initially Carl was full of fear when taking tests, and his test scores showed. To improve test-taking skills, Carl learned how to first catch then totally avoid careless mistakes and to calm his frayed nerves. We had also managed to have his math teacher to give Carl more time for his exams. As a result, at the end of his mathability program, Carl received a 92% on his math test, which was the first time that he ever got an A on a math test and was one of the highest grades in his class. 

“Now, I feel good about math and myself,” he says.  Way to go, Carl!

Sample 4: Conquered Chronical Math Anxiety

UA senior Erin was taking a refresher Algebra I course to prepare herself for the Calculus I course so she could pass her MBA entrance exam at Duke.  Feeling discouraged at how much she’d forgotten, she turned to Dr. Pan for help.  After one session, Dr. Pan advised Erin that her Algebra 1 struggle is not due to lack of understanding, rather it was her math anxiety getting the best of her.  She then recommended Erin to drop the Algebra I and go straight to the Calculus 1 to save time and energy needed to prepare for her Duke entrance exam.  With Dr. Pan’s help, Erin not only passed her Duke entrance exam, she also got an A in her Calculus I.

“After one session with Dr. Pan, I could immediately tell that with her help and guidance, I could succeed.”- Erin, UA student who is now pursuing her MBA at Duke University

 

Sample 5: Attained Mastery of Math

For Senior Mathew who was getting low C’s in his trigonometry class at Salpointe Catholic High School, Dr. Pan assessed and challenged him to understand math instead of memorizing math. Mathew got a 97% on his Trig final.

“ I don’t know what you did with him, but he is still getting A’s in math this year at UA.”  - Joan, mother of Salpointe Senior Matthew

 

Sample 6: Acquired Ability to Understand and apply math concepts learned

Math became a stumbling block to PCC freshman Kirsten who wished to pursue a career in business.  Very artistic and right brain oriented, Kirsten had trouble in understanding and applying mathematical concepts taught with traditional left-brained approach.  Dr. Pan used various techniques to coach her in a manner that approximated her natural way of understanding.  The results convinced Kristen that everyone could do math, even if you are the right-brained artistic type!

“Dr. Pan has been my math coach for over a month now and I have already grasped more math information in this time period than in my whole math career.  My math grade improved by two and half letter grades with her expert advice and help.  She helps me understand math in a way I can understand it."      – Kirsten, freshman at Pima Community College

 

Sample 7: Developing Efficient and effective study habits 

Freshman Victor of Catalina Foothills High came to the program with a 3.8 overall GPA and frustrating experience of  ‘my math grade of B- does not match my understanding.”  Dr. Pan assisted Victor in pinpointing the inefficiency of his learning cycles and his lack of attention to details.  Within two weeks, Victor scored a 96% and a 100% on his two math tests.  Working closely with Victor’s parents, Dr. Pan then advised them to develop a comprehensive plan to maximize Victor’s chance of getting into an ivy-league university.  

“ I learned more efficient ways to look at math and also how to handle situations that are not always in the book.” –Victor, freshman at Catalina Foothills High School

 

Sample 8: Acquired Effective stress relief mechanism

9th grader Patrick was stressed out with his F in Algebra 1 at Catalina Foothills High School.  On top of his poor math performance, Patrick lacked effective communication and stress relief skills to get the help he needs and deserves.  Working in close partnership with his parents, Dr. Pan helped the family to develop a ‘math village’ to guide and assist Patrick to find his passion for school.  Willing to once again hand in his math homework, Patrick in looking forward to his honor’s Chemistry class in his sophomore year.

“I’m so glad that Patrick is discussing with me about his school work again.  Thank you!”  - Maggie, mother of Catalina Foothills High Freshman Patrick

 

Sample 9: Improved Self-confidence and self-esteem

UHS freshman Megan was devastated by her poor math performance and started to doubt whether she was smart enough for math.  Identifying what contributed to her math struggle, Dr. Pan helped Megan to regain her confidence and two years later, Megan still reports ‘it’s all A’s here!

“Dr. Pan helped Megan to develop the techniques and confidence she needed to succeed.  After about 5 weeks, Megan turned the corner and has now received A’s on her past 3 tests, including a 97% and 100% on the two most recent tests.  Most importantly, Megan’s confidence and self-esteem have improved dramatically.” 
- Karen, mother of University High Freshman Megan

 

 

 

 

 

 

 

 

 

 

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