Results from the Harvard University Graduate School of Education and Columbia University Teachers College Study on Project Eye-To-Eye Outcomes

Research conducted by Harvard University Graduate School of Education and Columbia University Teachers College show that students with LD/ADHD had the following success record as a result of their participation in the Project Eye-To-Eye program.

• Increased self-esteem
  (94% of our students showed dramatic increase in this area)

• Improved understanding of LD/ADHD and use of proactive learning strategies and accommodations
  (98% of our students showed dramatic increase in this area)

• Improved self-advocacy behaviors
  (83% of our students showed dramatic increase in this area)

• Improved metacognitive skills
  (84% of our students showed dramatic increase in this area)

• Increased desire to attend college
  (91% of our students showed dramatic increase in this area)

• Improved future outlook
  (90% of our students showed dramatic increase in this area)

Students participating in the program also demonstrated an increased knowledge of accommodations available in elementary, middle or high school and available in college. Students also showed a positive integration of learning differences and the LD/ADHD label into their identities. For the past 20 years, research has consistently demonstrated that these skills are fundamental to the successful transition of youth with learning disabilities into higher education and the workforce. Project Eye-To-Eye is benefiting all participants in the areas of self-perception, metacognition, attitude toward school and the academic community, and self-advocacy behaviors. Project Eye-To-Eye has a tremendous impact on college (or high school) students acting as mentors. After participating in the program mentors report:

• Increased self-esteem
  (76% of our students showed dramatic increase in this area)

• Improved self-advocacy behaviors
  (88% of our students showed dramatic increase in this area)

• Improved meta-cognitive skills
  (84% of our students showed dramatic increase in this area)

• Increased knowledge of accommodations available in higher education and the workforce
  (78% of our students showed dramatic increase in this area)

• Improved understanding of LD/ADHD as a gift or valuable difference and positively integrated LD/ADHD into students' identity as a member of a community of individuals with LD/ADHD
  (100% of our students showed dramatic increase in this area)

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