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Our Model

great teaching by extraordinary teachers

How It Works

We partner with teachers and administrators at rural schools to form school networks, and provide them with a range of course content, academic resources, and instructional services to support the in-classroom Teacher.

By leveraging technology and enhancing in-person instruction, we provide comprehensive, blended courses in advanced high school subjects taught by skilled and experienced teachers, and offer an innovative solution for schools and school districts seeking to initiate, enhance, or expand AP® course offerings.

Comprehensive courses utilizing blended instruction led by subject-matter experts.

We work with prominent educators from around the world, with deep, substantive expertise in their field of study. These lead teachers provide instruction primarily via asynchronous video as well as through periodic live sessions.

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Classroom teachers implement lesson plans from experienced AP® supervisory instructors.

We work with schools to identify on-site teachers to implement the blended curricula with the support of experienced, in-state, AP®-certified Supervisory Instructors. Supervisory Instructors create and administer the course’s online platform, prepare weekly lesson plans, and provide academic and pedagogical support to on-site teachers.

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Physical textbooks, classroom technology, and substantial online resources.

Students and on-site teachers are provided extensive online resources, textbooks, and workbooks—essential tools in rural areas where internet access is limited.

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In-Person and Virtual Tutoring from College-student Teaching Assistants.

We pair college students from leading universities—including the University of Virginia, Yale, Harvard, Georgia Tech, and the University of Mississippi—with participating schools to serve as tutors. Teaching Assistants work with students in-person at residential programs and throughout the year via videoconference, assisting them with coursework and serving as peer mentors.

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Guest Speakers and Lecturers

We provide opportunities for students to engage with—and prepare to become part of—the broader scientific community by meeting with some of the world’s leading scientists, as well as other highly accomplished individuals through our Virtual Dinner Speaker Series. Past guests include MIT Professor Rainer Weiss, winner of the Nobel Prize in Physics; Professor Meg Urry, Director of the Yale Center for Astronomy and Astrophysics; entrepreneur Mark Cuban and entrepreneur and author Stedman Graham.

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Immersive, residential preparatory programs at leading Mississippi universities.

We partner with flagship universities to host residential programs throughout the year to strengthen students’ substantive foundations and essential study skills. These immersive programs also provide opportunities for high-achieving students to build community with each other. In addition, admissions and financial aid staff host workshops for participating students, many of whom are First-generation college-bound students.

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A Growing Crisis

talented students lack access to advanced STEM courses because of a severe, and worsening, shortage of qualified teachers.

Across the U.S., up to 25% of high schools do not offer more than one of the basic courses in high school math and science education—Algebra I and II, Geometry, Biology, and Chemistry.

Across the U.S., up to 25% of high schools do not offer more than one of the basic courses in high school math and science education—Algebra I and II, Geometry, Biology, and Chemistry.

(Source: U.S. Dep’t of Ed., Office of Civil Rights)

60 percent of students with “high potential” to excel in AP® science courses do not take any, largely because their schools lack qualified instructors.

60 percent of students with “high potential” to excel in AP® science courses do not take any, largely because their schools lack qualified instructors.

(Source: College Board)

47.2% of rural districts do not have a single student in any AP® course, compared with just 5.4% of suburban districts.

47.2% of rural districts do not have a single student in any AP® course, compared with just 5.4% of suburban districts.

(Source: Gagnon & Mattingly, 2015)

47 states and the District of Columbia reported math teachers shortages and 43 states reported science teacher shortages for the 2017-18 school year

47 states and the District of Columbia reported math teachers shortages and 43 states reported science teacher shortages for the 2017-18 school year, according to U.S. Department of Education data.

Providing Access

eliminating disparities.
providing opportunities for success.

The Global Teaching Project addresses this growing teacher shortage crisis by providing talented students access to experienced teachers and helping them to tackle advanced coursework through a comprehensive range of academic services.

Eliminating disparities in access to AP® and other advanced coursework has a significant impact on students:

Higher GPAs

Underrepresented minority and low-income students who earn a 3 or higher on an AP® STEM exam earn higher GPAs in STEM subjects in college.

College Board Research Report, 2013-5

Increased College Persistence

Underrepresented and low-income students who take one AP® exam, on average, are more likely to return for a second, third, and fourth year of college.

College Board Research Note, 2014-1

Increased College Completion

First-Generation college students who take AP® exams are 42% more likely to complete college in 4 years.

College Board Research Report, 2013-5
UCLA Study, 2011

We empower schools, teachers, and students to take on the challenge of advanced STEM coursework, providing opportunities for greater academic rigor, and in turn, greater academic achievement.

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