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Related Experiment Video

Updated: May 27, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

A program for at-risk high school students informed by evolutionary science.

David Sloan Wilson¹, Richard A Kauffman, Miriam S Purdy

¹Department of Biology, Binghamton University, Binghamton, New York, United States of America.

|November 25, 2011

Summary

This summary is machine-generated.

The Regents Academy program improved academic performance for at-risk students without extending school hours. These students achieved scores comparable to their peers, demonstrating an effective, accessible intervention.

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Area of Science:

Educational Psychology
Biocultural Evolution
Developmental Psychology

Background:

Improving academic performance for at-risk high school students is challenging.
Traditional interventions often require costly measures like extended school days or years.

Purpose of the Study:

To evaluate the effectiveness of the Regents Academy program for at-risk 9th and 10th graders.
To determine if the program can improve academic outcomes within the normal school day and year.

Main Methods:

A randomized control design was used to compare Regents Academy students with a control group.
The program's design is informed by evolutionary dynamics of cooperation and learning.
The study focused on at-risk 9th and 10th graders in Binghamton, New York.

Main Results:

Regents Academy students significantly outperformed the comparison group in academic performance.
Students in the program performed on par with the average Binghamton high school student on state exams.
The program demonstrated success without requiring extended school hours or years.

Conclusions:

The Regents Academy offers a cost-effective model for improving academic outcomes in at-risk students.
The program's social environment benefits all students and is replicable in most public school districts.
Biocultural evolutionary principles can inform effective educational interventions for adolescents.