Grounded in foundational and ongoing research by Stanford University, Redbird Advanced Learning is uniquely positioned at the intersection of learning science and advanced technology.
Redbird was specifically founded to carry forward the research mission of Stanford’s Educational Program for Gifted Youth (EPGY). EPGY, a 24-year-long research project at Stanford, is dedicated to developing computer-based multimedia courses in Mathematics, Physics, English, Computer Programming and other subjects. The program makes these courses privately available to students of high ability, and offers courses suitable for students of all ability levels through schools.
Since its inception, the program has served more than 1 million students globally while supporting the proud tradition of research established by Stanford University.
Led by Redbird, the next generation of EPGY will build upon its distinguished legacy and will be guided by continuing Stanford research.
Our solutions are supported by:
Stanford Professor Patrick Suppes, considered the pioneer of personalized instructional models, evaluated personalized, adaptive learning for more than 50 years. His research proves that adaptive learning works for students, ranging from the gifted to the remedial, and for students working by themselves independently, at home, or in groups at school. His award-winning research has led to accelerated learning outcomes for students across the globe; regardless of aptitude, learning environment or demographics. The World’s Leader in Adaptive Learning
Today, Redbird’s adaptive learning technology benefits from trillions of data points resulting from decades of data produced by Professor Suppes’ research. Our adaptive programs leverage volumes of high-quality student learning indicators across a diverse population to inform the real-time delivery of instruction students need, when they need it, how they need it. Real-time evaluation of student behavior against historical outcomes enables the system to tailor the education experience for each user predictively delivering the most appropriate learning curriculum to enhance understanding, accelerate learning and achieve mastery. Dr. Suppes’ research makes our technology smarter – Redbird’s courses are better informed, and therefore more effective, than any other adaptive tool in the marketplace today.
I am delighted to have explored the impact that computer-based education can have in transforming the lives of students at all levels of achievement and ability.Patrick Suppes
Lucie Stern Professor of Philosophy
Emeritus at Stanford University
Select studies and results are listed below.
Suppes, P., and He, Yuning (2006) Predicting EPGY Student Performance on the 2005 California Standards Test (In preparation)
Suppes, P., Vu, M-t., and Hu , Y., Annual Report of the 2006-07 Study of Effectiveness of EPGY’s Kindergarten through Pre-Algebra Mathematics Course in Eight Title I-Elementary Schools in Three California School Districts. (In preparation.)
Cope, E. W. and Suppes, P. 2002. Gifted students’ individual differences in distance-learning computer-based calculus and linear algebra. Instructional Science, 30, 79—110.
Tock, K., and Suppes, P. (2002). The high dimensionality of students’ individual difference in performance in EPGY’s K-7 computer-based mathematics curriculum.
Epelboim, J. and Suppes, P. 2001. A model of eye movements and visual working memory during problem solving in geometry. Vision Research, 41, 1561-1574.
Suppes, P., Böttner, M. and Liang, L. 1998. Machine Learning of Physics Word Problems: A Preliminary Report. In A. Aliseda and R. van Glabbeeck, (Eds.), Computing Natural Language, Stanford, CA: CSLI Publications, 141-154.
Suppes, P. and Liang, L. 1998. Concept learning rates and transfer performance of several multivariate neural network models. In C. E. Dowling, F. S. Roberts & P. Theuns (Eds.), Recent Progress in Mathematical Psychology, pp. 227–252. Mahwah, New Jersey: Lawrence Erlbaum.
Grants and Awards
|National Science Foundation||1985-1988||Proof of concept to develop a differential calculus course on computer.|
|National Science Foundation||1988-1991||Continuation of above 2ith extension of curriculum to integral calculus to cover the Advanced Placement syllabus for Calculus AB.|
|Alfred P. Sloan Foundation||1992-1994||Support for secondary-school mathematics for at-home community college students and college-level mathematics. Introducing physics for at-home, gifted, high school students.|
|Alfred P. Sloan Foundation||1996-2000||Support to develop eighteen university-level courses in mathematics and physics for gifted and talented pre-college students.|
|Atlantic Philanthropic Service Company||1996-1999||Support to develop pre-AP expository writing course sequence for gifted and talented students.|
|Atlantic Philanthropic Service Company||1998-2001||Support to develop an interactive theorem-proving component for first-year university-level mathematics courses.|
|Malone Family Foundation||2002-2004||Support for two program officers to work with schools to develop models for using Title I funds to support gifted and talented students.|
|Malone Family Foundation||2006-2009||Support for the new Education Program for Gifted Youth Online High School.|
|Silicon Valley K-12 Education Foundation||2006-2008||Support for the 2-year efficacy study of EPGY Kindergarten through Pre-Algebra Mathematics Course in 13 different elementary schools in Santa Clara County, California.|
|Jack Kent Cooke Foundation||2007-2010||Support for increasing participation of Title I School Gifted Students in EPGY.|
|Department of the Army||2007-2012||Sub-award from the US Army High Performance Computing Research Center grant to Stanford University for purpose of increasing participation of Title I School Gifted Students in EPGY Summer Programs and online courses in computer science.|
|Institute of Education Sciences (IES)||2008-2011||Support for the 4-year efficacy study of the EPGY Kindergarten through Pre-Algebra Mathematics Course in middle schools in California and Tennessee.|
Guided by a formal commitment to continuing Stanford research Redbird is building on the distinguished Stanford EPGY legacy. Redbird continues to expand research collaborations and sponsorships with an even broader set of organizations and departments throughout the university. This ongoing Stanford research will continue to inform and enhance Redbird’s product development and service delivery.
An Expanded Research Base
Current and planned research projects and collaborators include:
Ongoing research with senior faculty at Stanford’s Department of Mathematics is driving the development of the new Redbird Mathematics, and efficacy studies performed upon implementation of this groundbreaking digital curriculum will inform further enhancements. This interdependence of foundational research and efficacy studies ensure that Redbird Mathematics will continually evolve to address the instructional needs and goals of students, educators, and parents.
An ongoing, multi-year research project at Stanford’s Center for the Study of Language and Information (CSLI) continues to guide the development of Redbird’s Language Arts and Writing digital curriculum. In a continued collaboration with the Stanford CSLI research team, we are using the university’s language analysis technology to evaluate more complex writing, including the identification of errors in the meanings of sentences. By looking beyond grammatical structure in their research, Stanford’s semantic evaluation technology can provide feedback on what is being expressed, not just how it is expressed.
In collaboration with Stanford’s Center for the Study of Language and Information, psychometric and efficacy research are being conducted to continually assess the effectiveness of Redbird’s blended learning implementation services. In addition to constructing and validating innovative assessment mechanisms, this research will inform the continuous improvement of our suite of implementation support tools and services.
The continual development and evaluation of our professional development offerings will include sponsored research by Stanford-based experts. We are currently planning a series of research projects in this area with faculty and graduate students at Stanford’s Graduate School of Education.
Stanford Research Collaborators
Our programs and services benefit from the immense knowledge and groundbreaking contributions of collaborators who continue Redbird-sponsored research at Stanford University.
Department of Mathematics
Senior Research Associate, Center for the Study of Language and Information (CSLI)
Professor, Graduate School of Education
Researcher, Center for the Study of
Language and Information (CSLI)
Psychometrician, Center for the Study of
Language and Information (CSLI)