PERC represents a dramatic breakthrough for educators and policymakers seeking a way to address the issues of chronic student underperformance and low levels of college preparedness

Through our restructured classroom, PERC seeks to prove that we can in fact prepare youngsters for the growing demands of the 21st century economy. Based on research and observations about the effectiveness of peer-education in afterschool and summer school programs, PERC breaks from the typical pedagogical model where one teacher instructs 30 or more students. Instead, under a teacher’s guidance, peer leaders, known as Teaching Assistant Scholars (TASs), teach science or math course material to small groups of 4 or 5 students.

As part of the program requirements, each TAS also participates in the TAS Class, a specially designed class that helps students learn to teach and to learn and thereby prepare for the rigors of college. The data supports the new model. TASs are demonstrating increased confidence, improved grades, and the readiness to enter college without the need for remediation. In addition, teachers and administrators are also benefitting, reporting reduced behavioral issues in PERC classrooms and an increase in PERC teacher satisfaction rates.