CORD has been asked many times what evidence there is to prove that the contextual approach is an effective way of teaching math and science. There is ample evidence from cognitive science to validate this constructivist pedagogy. In addition there is a large accumulation of positive anecdotal evidence from the practitioners. However until now there has been a shortage of quantitative data to support what these teachers already know. Therefore CORD recently contracted with a first-rate, independent, research institution to conduct a multi-phased study of the impact of the contextual pedagogy.

The initial phase of the study is complete and it shows clearly that the CORD’s contextual teaching approach is working!

To read the full copy of the report, click here.