The Center for Learning Technologies in Urban Schools (LeTUS) Program®
The LeTUS program is a three-year, project-based, technology-integrated middle school science curriculum for grades 6–8. The LeTUS program is composed of multiple units, each lasting between eight and ten weeks. Topics include global warming, water and air quality, force and motion, communicable diseases, and ecological systems. The units are designed around projects through which students learn science by conducting scientific investigations and using interactive computer software along with scientific visualization and graphing tools. Each unit stresses inquiry, student collaboration, and the use of computing and communications technologies. The sequence of units can be used in different ways, depending on standards and curriculum requirements; for example, teachers can use units at grade levels other than those suggested. Each unit can also be used independently when inserted into a different curricular context.
Reviewed Research
Science
As of May 2012, no studies of The Center for Learning Technologies in Urban Schools (LeTUS) Program® were found that fell within the scope of the Science review protocol and met WWC evidence standards. Therefore, the WWC is unable to draw any research based conclusions about the effectiveness or ineffectiveness of The Center for Learning Technologies in Urban Schools (LeTUS) Program® to improve outcomes in this area.
A group of closely related outcomes.
A summary of the effectiveness of an intervention in an outcome domain, based on the quality of research, the statistical significance of findings, the magnitude of findings, and the consistency of findings across studies.
 Positive: strong evidence that intervention had a positive effect on outcomes. |
 Potentially Positive: evidence that intervention had a positive effect on outcomes with no overriding contrary evidence. |
 Mixed: evidence that intervention’s effect on outcomes is inconsistent. |
 No Discernible: no evidence that intervention had an effect on outcomes. |
 Potentially Negative: evidence that intervention had a negative effect on outcomes with no overriding contrary evidence. |
 Negative: strong evidence that intervention had a negative effect on outcomes. |
For more, please see the WWC Glossary entry for rating of effectiveness.
The number of studies that met WWC design standards and provide evidence of effectiveness. Selecting an item below will display all studies that met WWC design studies in the domain. Selecting a study citation will take you to more information on that study and its findings.
For more, please see the WWC Glossary entry for study rating.
Grades of the students examined in the studies that met WWC design standards, which may not reflect the full range of grades for which the intervention may be used.
The number of students included in the studies that met WWC design standards.
The sample size for the studies that met WWC design standards.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
The indicator represents the highest level of similarity found between your students and each of the high-quality studies of the intervention. Three filled in ovals indicates that at least one study that met standards was conducted on students very similar to yours. Clicking on the indicator for a study will provide information on the similarity for each of the characteristics you selected.