History and Beginnings

Saint Edmund, located on Avenue T in Brooklyn, was the very first LabLearner school in the Diocese of Brooklyn and Queens. It was installed on August 31st, 2016. Since this first installation of a LabLearner STEM lab and full Kindergarten-grade 8 curriculum, an amazing 38 other Diocesan elementary schools have joined the LabLearner STEM movement!

STEM is an acronym for Science, Technology, Engineering, and Mathematics. STEM does not simply accentuate the basic importance of teaching science, technology, engineering, and mathematics across the entire precollege spectrum of grade levels, but inherent in the STEM concept is that these subjects be taught in an integrated, coordinated manner.

Consequently, the teacher needs not only grade-level understanding of the concepts, skills, and methods of each of the STEM areas (Science, Technology, Engineering, and Math), but must also be able to see, understand, and teach the interrelationships between these subjects, and the strong influence they have on each other.

This is not a simple task. But there is a logical, research-based way to move forward and be successful with high quality STEM education. That way is LabLearner, and due to the foresight of its donors and leadership, the Diocese of Brooklyn is well on its way to taking a national lead in quality STEM education.

LabLearner Schools

The Problem

STEM and STEM education are widely recognized topics of interest for educators, parents, business, and governments globally. This is because success in STEM (science, technology, engineering, and mathematics) is directly associated with other forms of success at many levels. STEM drives economies upward. On an international level, STEM success is a common ingredient of strong and highly competitive nations. Consequently, most adults are interested in STEM and STEM education for one good reason or another – perhaps parents of schoolchildren most of all.

Out of 100 STEM occupations, 93% of them had salaries well above the national average. The average for STEM career annual salaries is $87,570, whereas the average for non-STEM jobs is roughly half that ($45,700)1, 2. Add to this, projections indicating substantial future growth in STEM jobs (13% increase in STEM jobs between 2017 and 2027, compared to 9% for non- STEM jobs)1, 3. Since 1990, employment in STEM fields has grown nationally by 79 percent, from 9.7 to 17.3 million4.

While we may care about STEM, how are our students actually doing in STEM subjects compared to their peers globally? Not very well. U.S. students placed 38th of seventy-one countries in mathematics, and only 24th in science on the Program for International Student Assessment (PIZA) exam5.”

Although 48% of the 2.1 million 2016 high school graduates who took the ACT exam stated an interest in STEM majors and careers, only a quarter of the students who took the test (26 %) met or surpassed the ACT College Readiness Benchmark in STEM7. That is, most test-takers were not prepared in the U.S. PreK-12 education system to pursue university science courses without difficulty and/or remediation.

The Solution

To avoid these abysmal numbers and improve their students’ chances of STEM success, the Diocese of Brooklyn – Dr. Tom Chadzutko (Superintendent) and Dr. Liz Frangella (Associate Superintendent for Curriculum) – began implementing the LabLearner science program in its schools. In four short years, Diocesan leadership has brought LabLearner science to 39 of its schools. Current Diocese of Brooklyn schools are shown in the list here.


  1. Ryan. The State of STEM Education Told Through 12 Stats. iD Tech Blogs & News. November 2019.
  2. Fayer, S., Lacey, and Watson, A. STEM Occupations: Past, Present, and Future. U.S. Bureau of Labor Statistics, January 2017.
  3. Economic Modeling Specialists International, April 2017.
  4. Graf, N., Fry, R., and Funk, C.  7 Facts About the STEM Workforce.
    Fact Tank News in the Numbers, Pew Research Review, January 2018.
  5. Desilver, D.U.S. Students’ Academic Achievement Still Lags Behind That of Their Peers in Many Other Countries. Fact Tank News in the Numbers, Pew Research Review, February 2017.
  6. STEM Education in the U.S. Where We Are and What We Can Do/2017. ACT Research, 2017.

LabLearner: Consistently Ahead of the Curve

LabLearner, since its inception, has operated from the school of thought that a hands-on approach best cultivates classroom science aptitude among its students. With our interactive approach and a focus on scientific concepts, LabLearner goes well beyond the expectations of science standards in laboratory skill development, metacognitive strategy development, and cross-disciplinary correlations with Common Core Math and ELA standards.

Next Generation Science Standards

From a science content perspective, LabLearner is very well aligned with the Next Generation Science Standards (NGSS). This, in turn, results in excellent LabLearner alignment with most state science education standards since NGSS has been extensively used as a model for state standardized science tests.

CCSS Mathematics and ELA Standards

While it might be expected that LabLearner covers national and state science education standards comprehensively, it is also important the extent to which it aligns with Common Core State Standards (CCSS) in mathematics and English Language Arts (ELA).

To examine the alignment of LabLearner with NGSS and CCSS Math and ELA at each grade level from kindergarten through eighth grade, use the tabs below.

Click on any button below. The grade-level LabLearner/NGSS alignment will open in a new window.


Grade 1     Grade 2     Grade 3     Grade 4

Grade 5     Grade 6     Grade 7     Grade 8

Click on any button below. The grade-level LabLearner/CCSS Math alignment will open in a new window.


Grade 1     Grade 2   Grade 3   Grade 4

Grade 5     Grade 6   Grade 7   Grade 8

Click on any button below. The grade-level LabLearner/CCSS ELA alignment will open in a new window.


Grade 1     Grade 2     Grade 3

Grade 4     Grade 5     Grade 6-8


NY State P-12 Science Standards

The LabLearner program began aligning its STEM curriculum to the NY P-12 Science Learning Standards in 2017 as soon as the new Science Learning Standards were released and the implementation process within the state began. The NY Department of Education established a transition phase allowing schools several years to develop curriculum that would align with the NY P-12 Science Learning Standards. The deadline for full implementation is August 2021. Beginning June 2022, 5th and 8th graders will take the new NY P-12 Science Learning assessments.

Schools in New York state that implemented the LabLearner program beginning in the 2017-2018 school year had a science curriculum that was immediately aligned with the new NY P-12 Science Learning Standards. Students in these schools have been immersed in the new standards for several years and are effectively ahead of the curve for implementation and assessment of the NY P-12 Science Learning Standards.


Even though standardized science education tests may influence the content of science curricula, most educators and neurocognitive researchers agree that science should primarily be taught in a hands-on, experiential fashion. This is where LabLearner truly excels. Not only do LabLearner students get complete NGSS and NY State P-12 Science Standards-aligned science content, but they also outshine other students in the acquisition and proficiency of science skills and problem-solving practices.


Assessment and Testing

LabLearner has been in use in some 30+ states for nearly two decades. While this provides a rich archive of experience, it also presents assessment issues shared with every other educational program. This is because, not only do state science education assessments differ from one state to another, but also the assessments themselves change within any one state from time to time – often too frequently. It is therefore difficult to make clear, scientific assessments over time or between locations. This fluidity of assessments creates significant challenges in nearly all aspects of basic PreK-12 education, not just science and mathematics. This is the major reason why we are proposing section 6 of this proposal (Assessment and Continuous Improvement). Nonetheless, there are a number of current types of assessments that document LabLearner’s success wherever it is chosen as the STEM education system.


Blue Ribbon Schools

The U.S. Department of Education, National Blue Ribbon Award is one way to assess the academic impact of a curriculum or program. The Blue Ribbon is widely considered the “highest honor a school can achieve”. This is because the Blue Ribbon is not just a measure of minimal compliance or simple standardized test scores. It is a much more comprehensive assessment, involving a multiplicity of objective criteria that allows teachers, students, parents, and community representatives to assess the school’s strengths and weaknesses and develop strategic plans for the future. Based on such criteria, few schools that apply for the award even receive the mandatory site visit for Blue Ribbon consideration. Roughly only between 2 – 4% of schools have been awarded a National Blue Ribbon since the program’s founding in 1982. However, nationally, approximately 20% of LabLearner schools have achieved the Blue Ribbon award – that is five to ten times the national average!


Pre-/Post-Test Assessments

The PreK-8 LabLearner program consists of some 60-plus individual science units called Core Experience Learning Labs (CELLs). Each CELL takes approximately four or five weeks for a class to complete, working in teams of four to six students. In grades one through eight, students complete a pre-test, taken before the CELL begins and a post-test, taken at the end of the CELL.

Pre-/post-test assessments are fixed response evaluations where identical questions presented in an adjusted sequence are asked in both the pre-test and post-test documents. Questions on the pre-/post-tests reflect the science concepts taught within the investigations of a CELL. Questions require students to apply their knowledge of CELL concepts to new situations, interpret experimental results from a table, graph, or mathematical formula, and correlate experimental observations with scientific concepts.

In a study conducted with 1,268 public school students from grades one through six, student performance from pre-test to post-test in grades one through six increased by an average of 40%. Comparison of pre- and post-test scores using the Student’s Paired t-test indicated that the improvement in students’ comprehension of science and math concepts taught in the CELLs was statistically significant (p<0.0001) for CELLs in all grade levels. In addition, analysis of the scores (p<0.05) suggested that there was no statistically significant difference on pre/post-test performance based on student gender or the specific teacher facilitating the CELLs. The LabLearner curriculum itself and the LabLearner approach, is clearly the major factor for these impressive increases in science performance.

The graphic shown here is indicative of similar studies. This study illustrates the increase in student LabLearner post-test performance in grades one through eight. In general, differences in student comprehension between pre- and post-test tend to increase as students move from primary to intermediate grades. The increase in performance is maintained through the middle school grades, a time in which U.S. schools tend to demonstrate a decrease in student science comprehension. These results are typical for LabLearner schools and illustrate the significant impact of the LabLearner program on student comprehension of scientific concepts.


Standardized Science Assessments 

There is a large variety of standardized tests that U.S. public and private schools use to assess students in science. LabLearner schools across the U.S. utilize standardized tests such as the Virginia Standards of Learning (SOLs), the Michigan Educational Assessment Program (MEAPs), the Standard Achievement Test 10th edition (SAT 10), the Iowa Test of Basic Skills (ITBS), and many others. Representative examples of standardized science testing in LabLearner schools from across the country are briefly summarized below.

Loudoun County Public Schools in Northern Virginia, with funding provided by the Howard Hughes Medical Institute, began incorporating LabLearner experiments into their curriculum in 2004. Prior to implementation of the LabLearner program, Loudoun students scored in the mid- to high-90th percentile on the Virginia’s Science Standards of Learning (SOL). In the nine years following the addition of the LabLearner program, Loudoun students continued to achieve consistently high SOL science scores (mid-high 90th percentile). Science supervisors within the district have indicated that not only is the LabLearner program an important component of the continued excellence of science scores on the SOLs, but it is also responsible for the increase in inquiry-based learning and experimental design seen in their students.

The Handley School in Saginaw, Michigan uses the MEAPs, the science assessments taken by all public schools in the state of Michigan, to evaluate the science proficiency of their students. In 2001, the Handley school adopted the LabLearner program. Scores from the 2004 MEAPs indicated that 67% of students at the Handley School scored as advanced in science whereas by 2008, 86% of students scored as advanced. In 2009 and 2010, the Handley School reported that 100% of its students met or exceeded levels of proficiency in science as compared to the state average of 78%. Finally, in 2017, with the LabLearner lab forming the base of the elementary science program, Handley School was awarded the National Blue Ribbon for excellence in education.

The Wood Acres School in Marietta, Georgia began implementing the LabLearner program in 2006. Wood Acres students score at 92% in the science Stanford Achievement Test (SAT 10), a test whose normed average is 50%.

The Wood Acres School emphasizes that the LabLearner program provides a “science-math connection that is strong throughout the program and provides students with the tools to become independent researchers with problem-based projects.”

Blessed Sacrament School in Burlington, North Carolina began implementing the LabLearner program in 2006 as well. Blessed Sacrament assesses student learning outcomes in all subject domains using the Iowa Tests of Basic Skills (ITBS). Blessed Sacrament consistently scores in the upper 20% nationally in Science. In 2012, for example, students achieved a National Percentile Rank of 83%. The figure to the right shows a longitudinal analysis of ITBS score improvement during the first three years of LabLearner implementation for a 4th grade cohort. Notice that while improvements occurred during the first year of the program (5th grade versus 4th grade results), the greatest progress occurred after 3 years of LabLearner implementation (7th grade results). This is typical of LabLearner standardized test scores, likely as the result of the spiraling nature of the LabLearner curriculum.


St. Patrick’s NYS Test Scores

The impact of any new academic program takes some time to be felt. We have only recently begun to obtain data from the Diocese of Brooklyn schools. The St. Patrick Catholic Academy in Bay Ridge, Brooklyn implemented LabLearner for the 2017 school year. The dramatic increase in standardized NYS scores shown below was taken directly from the homepage of their website – the results speak for themselves.


Listen to the Experts

Sometimes the best way to really find out how well an academic program works is simply by talking to teachers, principals, and administrators in schools that use it. By this criteria, LabLearner excels like few other programs. Below is an example communication from a teacher expressing the opinion and support typical of the LabLearner program. Additional testimonials from LabLearner principals, teachers, and students can be read at the bottom of this and other pages.



This is our fourth year using the LabLearner program at The Academy of Our Lady of Mount Carmel. Our grades have steadily improved both during the school year and on standardized tests. This indicates to me that LabLearner not only delivers content knowledge, but it also delivers the skills to comprehend and analyze any scientific information presented in standardized tests.  Students know how to read data tables, interpret graphs, and analyze experimental procedures and results.  It is challenging, and they rise to the challenge.

In the first half of our first year with LabLearner, I often heard “what do I need to know for the test?”  Once students came to understand that we were focusing on exploring, experiencing, and proving concepts through hands-on investigation they stopped asking that question.  They haven’t looked back!  Students know that they are expected to think more deeply, to make predictions, to develop and practice their skills of analysis and investigation, and to apply their understanding to real-life situations.  They know how to identify problems and find solutions to those problems. They also know that the more effort they put in, the more they get out of the LabLearner program.

Each year now, I’ve had high school students come back and thank me for the experiences they had with LabLearner in middle school at The Academy of Our Lady of Mount Carmel.  Each one has told me how much it gave them a leg up for high school science.  They know how to use the equipment, proper lab procedures, and best of all, how to think.

I run lab investigations for preK-3 students up through 8th grade.  Every week I hear from parents of all age children how much their children love Science.  I hear stories of students “turning around” and loving Science because of how they experience it at The Academy of Our Lady of Mount Carmel.  While I certainly will take some credit, the majority of the credit must go to LabLearner for the richly engaging program they provide.

Jacqueline Edelmann

Teacher, The Academy of Our Lady of Mount Carmel, Tenafly, NJ

Public Relations

Meetings and Conferences 

Since 2017 there have been a number of national meetings and conventions of the National Catholic Education Association (NCEA) in which talks featuring work in the Diocese of Brooklyn have been featured. Some of the major talks are highlighted below:

Bringing STEM to an Inner-City Diocese: How to Effectively Implement a Major Initiative

Dr. Thomas Chadzutko, Diocese of Brooklyn
Dr. Keith Verner
Catholic Leadership Summit and The Academy 2017
Tempe, Arizona
October, 2017

Critical Thinking: Can We Really Make Our Students Smarter?

Dr. Paul Eslinger, Penn State College of Medicine
Dr. Keith Verner, LabLearner
NCEA National Convention
Chicago, Illinois
April, 2019

Bringing STEM to an Inner-City Diocese

Dr. Thomas Chadzutko, Diocese of Brooklyn
Dr. Elizabeth Frangella, Diocese of Brooklyn
Dr. Keith Verner, LabLearner
NCEA National Convention
Cincinnati, Ohio
April, 2018

STREAM and the Science of Learning

Dr. Keith Verner, LabLearner (Keynote address)
2019 NCEA New Directions STREAM 3.0 Convention
Parsippany, NJ
June 2019


Within the past couple of years, two major articles (that we are aware of) have been written regarding the LabLearner STEM initiative in the Diocese of Brooklyn. The first page of each of these articles is shown below. One article appeared in The Tablet in 2017 entitled STEM Education to Boost Hands-On Learning. The other article that recently appeared (2019) in NCEA’s national publication Momentum, is entitled STEM Education and Teacher Professional Development in Brooklyn/Queens.

The Book, BrainSTEM: Understanding Why STEM Instruction Works, was publishd in 2019 by the National Catholic Education Association. It was written by LabLearner founder Dr. Keith Verner and describes many of the neurocognitive underpinnings of the LabLearner program in the Diocese of Brooklyn.


Carol Grugan, LabLearner Teacher

There are so many good things to say about LabLearner Science.  However, the “ahs”, the “ohs” and the other squeals of delight that come from the students during our labs, let us know that these student scientists have grasped another important science concept.  Hands-on learning has proved exciting and productive!

Geralyn Arcieri, LabLearner Teacher

The LabLearner curriculum is awesome; however, when I first experienced the LabLearner training sessions, I wasn’t too sure if this is what we were looking for at St. Bernadette Catholic Academy. With much trepidation, in September we launched this new program in a fully equipped lab. That first week totally blew my mind! Students who never used microscopes were jumping in and using them like pros. Everything I taught them was being retained! This was due in part to all the hands-on experiences they were gaining! 5th Grade learned terms such as wet mount, dry mount, etc. When it came time to do the performance assessment, the students in grades 3-5 sailed through them. All you could overhear was that this was the best test they had ever taken! 3rd grade learned so much about electricity and some of their parents who are electricians were so impressed with what their little ones were learning. My 4th graders were acting like true future doctors in the Human Body cell and my 5th graders were so proud to find out where they came from in their Genetics cell!

Dan, LabLearner Grade 8 Student

I enjoy going to lab because every Monday morning when I remember that it’s pre-lab day, I get excited to learn how and what we are going to discover in the next day’s lab class.  

Sheena Byrnes, LabLearner Teacher

LabLearner is an incredible program for the students in my school. We used it for the first time last year and it had a huge impact on both the students and myself. I was able to teach Science in a way that I was never able to before because I finally had equipment that allowed the students to reach their full potential. Students came in asking to go to the lab every day and loved being there. They enjoyed everything from wearing the lab coats to using equipment and materials most students don’t see until high school or college.

We had our annual Science fair in May and students came up with ideas that were more advanced than they were in the past. They were asking to borrow things from the lab to complete their projects. We had a very successful year in Science and the LabLearner program was the main reason why. I am excited to use it again this year and I would highly recommend it to other schools.

Gary, LabLearner Kindergarten Student

I like pouring stuff into beakers. 

Michelle Nitsche, LabLearner Principal

The LabLearner curriculum has helped our students develop critical thinking skills. The weekly labs build upon previous concepts learned in each investigation and challenge students to work collaboratively to “think outside the box”. The LabLearner curriculum also does a great job with providing students with hands on, real world STEM experiences.

Mike Ward, LabLearner Teacher

I have gotten a lot of positive feedback from Nativity students who are/were in high school and have/had a better foundation for the specialized science classes there. I really believe in the value of the program. Students who have gone through LabLearner here tend to do very well in high school. They tell me so.

Brian Palmer, LabLearner Principal

I have noticed in students writing and presentations outside of science the use of science vocabulary. For example, one student was sharing her story about marshmallows in her hot chocolate. She used the word buoyant to describe her marshmallows. She more than likely would not have used that word in her writing had it not been for the LabLearner curriculum.

Isabelle, LabLearner Kindergarten Student

I like pouring and holding. I like coloring in our lab books. 

Kathleen Kenney, LabLearner Teacher

My students enjoy using the LabLearner program because every child can be involved in the construction of the demonstration, recording information, and analyzing the results. I am happy to see that they are more focused on the science tasks than they had been in past years. My students ask thoughtful questions in response to what happens during the investigations. I can see them mentally putting 2 and 2 together while they try to connect each investigation to the last one. The fact that LabLearner investigations spiral and constantly reinforce concepts with each lesson is great! It’s like a built in review! The material is sometimes complicated and presents concepts on a higher level than my students are used to, but the program also lets the children learn the information step-by-step. They’re not just reading about the scientific principles; they’re witnessing them firsthand.

Devin, LabLearner Grade 7 Student

My older sister is taking freshman biology, and we are learning about some of the same things in seventh grade. LabLearner makes me feel smart.

Kathy Buscemi, LabLearner Principal

Saint Bernard Catholic Academy loves it’s LabLearner STEM Lab. From our 3 year old in Jr. PreK to our 8th graders, the students look forward to their time in the lab. The teachers love the layout of the workbooks. Material is presented in a very easy to follow, logical manner. The students are well prepared intellectually for the discovery part of the lesson in the lab.

Caterina Cuoco, LabLearner Teacher

Every LabLearner investigation gives the students a better understanding of what is focused on during the hands-on lab as the vocabulary words for each lesson beforehand are a great key in preparation. Each unit allows a good understanding of the main topics covered, which relate to daily life. Evidence has shown the students have scored high in each assessment for every lab lesson, which is based on the visuals, lab results and understanding of each investigation.

Paige, LabLearner Grade 5 Student

I like the science lab because we get to work with partners and we get to use a lot of cool science stuff. 

Mary Basile, LabLearner Principal

St. Clare Catholic Academy introduced Lablearner to both the students and the parents in September 2017.  It was very exciting for the students to be able to utilize the state-of-the-art science lab.  Students enjoyed learning science by “doing.” 

Many expressed that this program changes the way science is taught and learned. Students learn so much from one another. Our students worked together gathering information, experimenting and solving problems. It was evident that conversations were taking place, students began listening and respecting each others ideas and the feeling of accomplishment were had by all. Our students look at science in a whole different way. We look forward to another year with this program.

Ann DiNovis, LabLearner Teacher

Two of our 7th graders placed high in a competition called “You be the Chemist.” Most other schools in the area had been preparing for this contest since September, but OMPH only found out about it in January. I credit LabLearner with how well our two 7th grades did in the contest because they are in the lab every week and doing a lot of chemistry.  One student came in third and is eligible to go to the state competition at Penn State. The other came in fourth and is the alternate for states

My middle school students are using lab equipment that was only available to me in high school or college. They are making wet mount slides using cross-sectioning and latitudinal sectioning. They can focus a microscope, and even magnify 1000 times using the oil immersion lens on our compound light microscopes. Because of the program, my students know how to measure. They can use graduated cylinders, rulers, triple beam balances, spring scales. They have a lot of practice graphing, and understand the difference between the dependent and independent variables, and where they belong on a graph.

Sasha, LabLearner Grade 8 Student

LabLearner makes me feel like a real scientist. Rather than having answers given to me by a teacher or textbook, my lab partners and I run through experimental procedures using real equipment to collect data. After analyzing the data, we discover the answers to questions. It’s the best way to learn! 

Linda Milewski, LabLearner Principal

Blessed Trinity introduced LabLearner to their students in grades Pre-K to eight over four years ago. This research-based program has definitely changed the overall student opinion of Science. Just a few short years ago; the majority of students did not enjoy Science class. With this hands-on approach our students are interested in Science and eager to learn.  Standardized test scores have shown a positive increase in student scores. I strongly believe that this increase is due to the LabLearner program.

Jacqueline Edelmann, LabLearner Teacher

This is our fourth year using the LabLearner program at The Academy of Our Lady of Mount Carmel. Our grades have steadily improved both during the school year and on standardized tests

This indicates to me that LabLearner not only delivers content knowledge, but it also delivers the skills to comprehend and analyze any scientific information presented in standardized tests.  Students know how to read data tables, interpret graphs, and analyze experimental procedures and results.  It is challenging, and they rise to the challenge.

Sarah Paquette, LabLearner Teacher

We are nurturing the next generation of scientists.  Students need to know how their learning is relevant; why it matters. For each LabLearner CELL students work through, they develop a list of possible STEM (Science, Technology, Engineering, and Mathematics) careers that use the concepts they are learning about in lab.

Sr. Mary Sue Carwile, LabLearner Principal

One of the greatest strengths of the LabLearner program is its emphasis on meta-cognitive skills. Saint James students do not just absorb content, but rather think about the process and reflect on their learning at every step of the scientific method. This is in keeping with the LabLearner’s Information Processing Model and spiral curriculum that sets out to continually address critical scientific themes across elementary and middle school grades. The depth of material that each unit reaches and the emphasis placed on critical thinking, active instruction, and prior learning, in keeping with the educational philosophy of Saint James and the IHM sisters, make the science curriculum authentic and enriching for all students.

Erin Jakowenko, LabLearner Teacher

LabLearner has been a real game-changer for our students and we couldn’t be happier or more pleased that we brought the program to our school. From day one of the program, it caught our students’ attention. They were focused and driven. They worked together towards a common goal. They became the scientists leading the class and discussions, smoothly performing the labs and continuing with the performance assessments. 

I have not seen such a genuine interest in exploring our world as I have with LabLearner. The students are engaged and on task and have begun to think deeper about core concepts and utilize those higher-order thinking skills we so desperately seek as educators. I can honestly say it’s because of the structure of the program and the thorough explanation of concepts that has brought such a depth of knowledge to our students. I am so grateful that I teach in a school that uses the LabLearner program!

Jackie Smith, LabLearner Teacher

I use the LabLearner program in grades 7 and 8. The students love going into the lab once a week to explore the concepts learned.  When we de-briefed at the end of the year, the students shared that they prefer the hands-on aspects of LabLearner much better than the science program used in the lower grades. When alumni return to visit our elementary school, they always share that they feel prepared in high school for all the science classes due to the rigor of the LabLearner program and the regular use of varied lab equipment.  Also, the math connection is strong and practical. I watch my science students use algebra skills that they never thought they would use and become proficient in graphing the data.

Stephanie Collins, LabLearner Teacher

I would like to express my many thanks and overwhelming awe with this program. I have thoroughly enjoyed every aspect, from implementation to daily lessons. You definitely have a winner.

I have been teaching for over 27 years and I was surprised how much my students didn’t know. LabLearner has opened my eyes as well as my students’ eyes. I don’t know how I ever got along teaching without LabLearner.  I LOVE this program!!!

Sheila Korynta, LabLearner Teacher

I have to let you know that our substitute teachers really enjoy coming into the lab to work with their students!! Amazing, huh? The substitute teachers appreciate that I set up the lab materials for them and they can proceed without any concerns. They know that our kids are SO LUCKY to have the LabLearner program here at Midway Public Schools in North Dakota!!!

Sarah Rae, LabLearner Teacher

One of my favorite aspects of LabLearner is the availability of the staff for any questions I have about the curriculum–whether it’s about the content, materials, procedure, or otherwise. Every time I’ve called, I’ve received prompt and thorough replies. It’s so wonderful to be able to depend on that kind of customer service!