Waterford.org believes while every individual has the capacity for growth at every stage of life, childhood academic experiences are uniquely critical for setting a lifetime learning trajectory.
In Philadelphia, nearly two-thirds of children cannot read at grade level by the fourth grade, a challenge made worse by a shortage of pre-kindergarten program access. Thanks to philanthropic support and a local partnership with Read by 4th, Waterford.org delivered Waterford UPSTART at no cost to families in the community, including Kimberly Johnson and her 5-year-old son, Kingston.
Waterford.org believes the thoughtfully coordinated support of parents, teachers, and other mentors gives students the ambition and resilience they need to reach their full potential.
Wichita Falls Independent School District in Texas faced a significant challenge. Nearly half of their students were entering kindergarten unprepared. Waterford.org partnered with the district to offer Waterford UPSTART directly to families in the community for kindergarten readiness at home and Waterford Early Learning in K-2 classrooms.
Waterford.org believes learning is intrinsically motivating, and it is accelerated when properly matched to an individual’s needs and interests.
In Utah’s rural Duchesne County, 8-year-old Sadie Cifuentes had completed her Waterford Early Learning courses and was ready to practice her reading skills more independently. Waterford.org provided Sadie with the independent reading platform, Curriculet, and her love of reading exploded! She was excited and self-motivated to read over the summer – her mother Bennie Cifuentes had to pull her away for chores and bedtime.
Waterford.org believes effective approaches for teaching and learning are best identified by research that is rigorous, iterative, and pragmatic.
In Utah’s Washington County School District, about half of the schools are Title I with students who faced significant achievement gaps and were unable to catch up with their peers. The district ran two early learning programs simultaneously to prepare their children for kindergarten. After a head-to-head comparison, the group of children who used Waterford.org software displayed greater gains in early literacy and were better prepared to enter kindergarten than students who did not use Waterford.
Waterford.org believes rapid advancements in technology will continue to increase the precision, adaptivity, and availability of high-quality learning programs, and these innovations offer hope that all individuals can receive excellence and equity in education.
Cherrise Parrish lived in a home without running water or electricity in rural and isolated Monument Valley, Utah, home to primarily Native American families. To overcome access challenges, Waterford.org provide the Parrish family and other families in their rural community with solar panels, satellite internet, and a Chromebook through the support of federal funding and the i3 grant so Cherrise could participate in Waterford UPSTART.
Waterford.org believes policymakers, philanthropists, and others who have the power to make proven, cost-effective educational solutions available to those in need have an urgent responsibility to do so.
In South Carolina, many families in rural and impoverished areas do not have access to PreK resources to properly prepare their children for kindergarten. After the success of a one-year Waterford UPSTART pilot funded by the i3 grant, South Carolina’s legislature continued the program, funding it for two more years.
Apiel Kuot and Suman Rai—refugees from South Sudan and Bhutan, respectively—tell their stories of how Waterford UPSTART prepared their children for school, as well as the support they received as they learned English and gained access to technology for the first time.
At-risk children suffer disproportionately when it comes to early education access. This means they are entering their first classroom 2-3 years behind their peers. Children from at-risk populations who graduate from Waterford UPSTART, ran by Waterford.org and supported by philanthropic donations, come to school ready to learn on day one and have been shown to maintain academic gains at least through the fourth grade. Help change the lives of our most at-risk children.
As a leader in educational technology over the last two decades, Edward “Benjamin” Heuston continues the legacy started by his father Dusty. Benjamin is an active speaker in educational settings and is also a member of several boards and associations, including the SIIA Education Board, the Society for Scientific Study of Reading, and the International Gold Key Honour Society, as well as a mentor for Utah Entrepreneurship Challenge. Benjamin holds two bachelor’s and a master’s, and he earned a PhD in psychology from Brigham Young University.
Andy rejoined Waterford as Chief Operating Officer in June 2016—nearly 21 years after starting his career in education technology sales. After that first role, Andy filled several leadership positions in sales and marketing before becoming COO for Pearson’s digital learning business unit and later Senior VP of Digital Product Development for Pearson’s U.S. K-12 curriculum division. More recently, Andy served as CEO at Scientific Learning and as CSO at Renaissance. Andy holds an MBA from the University of California at Berkeley.
Claudia came to Waterford in 2007 with more than 25 years’ experience. She has developed, piloted, and scaled Waterford UPSTART projects in Utah and more than a dozen states, with plans to serve more than 80,000 children by 2020. She is project director of the completed federal Investing in Innovation (i3) Validation grant and the current Education Innovation and Research (EIR) Expansion Grant. She was honored as a “Women Entrepreneurs Changing Education” by the Omidyar Network. Claudia received her PhD from Washington State University.
As VP of Products, Mike is responsible for Waterford’s product vision and software development. Mike has 15+ years of experience building products and analytic platforms in healthcare, politics, e-commerce, and education. His deep understanding of data and analytics has allowed him to repeatedly solve seemingly intractable problems. Mike holds a master’s in information systems from Boston University.
