PALS

PALS



PALS

Over the past 10 years, repeated evaluations of PALS Reading and Math indicate that mainstreamed students with learning disabilities, low-achieving students without disabilities, average-achieving students, and high-achieving students make greater progress in PALS Reading and Math classrooms than their respective counterparts in non-PALS classes. Additionally, there have been PALS evaluations conducted by educators in California, Iowa, and Texas independent of Vanderbilt researchers. These independent evaluations also find a strong “value-added” for PALS Reading and Math. Based on these findings, the U.S. Department of Education's Program Effectiveness Panel approved PALS Reading and Math for inclusion in the National Diffusion Network of ...