New Dorp High School, Staten Island, N.Y.

This large urban high school of 3,080 students, which is in a working class and low-income community in Staten Island, was designated as “failing” in 2006. The implementation of the Hochman Method at New Dorp rolled out between 2008 and 2011. The method’s role in New Dorp’s turnaround was the subject of a feature in The Atlantic (October 2012). The article reported the following successes as a result of this implementation:

  • The student body’s passing rate for the New York State English Language Regents rose from 67% to 89%.
  • The pass rate on the state’s Global History Exam rose from 64% to 75%.
  • The number of students taking the NYS Regents “repeater course,” a cram course designed to help struggling students collect a graduation requirement, dropped 89%, from 175 students to 20 students.
  • The number of students enrolling in college-level courses rose from 148 students to 412, a 178% increase.
  • Although the demographics of New Dorp remained the same, the graduation rate rose from 64% to 79%.

The program continues to be used in all content areas throughout the curriculum and the school continues to achieve strong results.

The Windward School, White Plains, N.Y.

The independent Windward School, which serves over 500 children a year, is considered by many to be one of the premier educational institutions for students with learning and language-based disabilities in the country. The Windward School has been a key collaborator in advancing The Hochman Method.

The mission of the school is to return students to their mainstream schools. The impact of the Hochman Method at The Windward School is measured by students’ readmission into, and their success in, mainstream education. After spending an average of three to five years steeped in the Hochman strategies, the students, all of whom have diagnosed language-based disabilities, return to mainstream schools and are able to perform at or above average in reading and writing. Specifically, when taking their exit exams, 96% of students at The Windward School score at or above average in reading vocabulary and 98% score at or above average in reading and writing.

Washington, DC Public Schools

Since the fall of 2013, Washington D.C. public schools have adopted TWR’s model through High-Impact Partnerships.

“We aimed to teach the carpentry of writing—the ability to craft clear, complete, sentences; to build coherent, organized paragraphs; to assemble logical, cohesive essays grounded in relevant evidence from complex texts. We have proven what is possible when teachers provide students with the right tools—chisels to carve complex thoughts; hammers and nails that assemble sentences into logical paragraphs. Such carpentry will surely propel them to a level of communication capable of active engagement in our democracy.”

– Jessica Meth-Matthews, Ph.D., Instructional Coach, Truesdell Education Campus, Washington, DC

“The Writing Revolution provided the language and structure one of my ELLs needed as he was learning English. This student went from speaking English in unintelligible words and phrases to speaking clear, complete sentences. By the end of the school year, he was able to write a paragraph with a Topic Sentence, three supporting details, and a Concluding Sentence. He read the paragraph to anyone who would listen! He went from being frustrated at not being understood even by his peers to being so, so proud of his learning and speaking clearly in English. This was quite an accomplishment in his second grade year since, after his arrival from the Dominican Republic, he cried his way through first grade.”

– Vicki Bullock, 2nd Grade Teacher, Truesdell Elementary School, Washington, DC

We have trained more than 400 teachers impacting more than 8,000 students. As a result, D.C. educators consistently report improvements in students’ language skills, both written and oral, as well as their preparedness for standardized tests.