FAQs

  • $950 with 42 live session hours over 21 sessions (three months).

    Reach out to me (908-334-5605 or by email at ahansen@jerseylearns.com) and I’ll complete a grade a deep dive with improvement recommendations with your child (parent present please) for free. This would be hosted on Google Meet through our cohort Google Classroom.

  • The cohorts are for 6-8th grade NJ students only. Your child will be interacting with two veteran teachers and a TA who would have gone to Princeton for wrestling if it weren’t for an injury.

    Our experience is with NJ middle schoolers, and that’s who we continue to serve.

  • Each cohort is capped at 8 students, with two dedicated staff per cohort, and I myself will be in some of the meetings towards the end of the month to run individual meetings with students to update running records.

    Mr. Larro (veteran middle school teacher and current math supervisor) will be leading math homework completion/student study efforts, and TA Julian will be tracking attendance and helping students with non-math related homework and study.

  • The cohort sessions are hosted on Google Meet though Google Classroom. I will make sure you’re child is in the google classroom and knows how to hop on to the live sessions.

    Parents/guardians will be invited to the Google Classroom as well but please don’t hop into the live sessions, as that tends to be distracting for the students.

  • Below you’ll find the dates of the spring Monday Wednesday cohorts. Live sessions are held 4-6pm on these days. 21 sessions totaling 42 hours.

    February 2026

    Monday, February 3
    Wednesday, February 4
    Monday, February 9
    Wednesday, February 11
    Wednesday, February 18
    Monday, February 23
    Wednesday, February 25

    March 2026

    Monday, March 2
    Wednesday, March 11
    Monday, March 16
    Wednesday, March 18
    Monday, March 23
    Wednesday, March 25
    Monday, March 30

    April 2026

    Wednesday, April 1
    Monday, April 13
    Wednesday, April 15
    Monday, April 20
    Wednesday, April 22
    Monday, April 27
    Wednesday, April 29

  • A cohort model has been chosen for this program because I think it’s better for the student to have a consistent group of classmates with whom to grow with.

    Growing with a group of like minded individuals is more rewarding and who knows, maybe your son or daughter can make a friend that goes to a neighboring school!

  • For each student, we find out and record the following:

    Grade categories and corresponding weights of each category (these are generally standardized by school or district, at least for math and ELA).

    For example, in my district (Paterson Public Schools), math and ELA are broken into the following categories and weights:

    Tests 30%

    Quizzes 20%

    Classwork 25%

    Homework 15%

    Participation/Classroom responsibilities 10%

    Once we have the grade categories and weights for each student, we additionally find out and record the following:

    1. Student grade for each class.

    2. Student grade within each subcategory.

    3. Number of assignments thus far within each subcategory.

    I don’t know of another business that dives into each student’s grades this deeply, yet there is obvious benefit for doing so.

    I’ll illustrate with the following example:

    Timmy has a 95% in the test category and has had 9 tests so far. Tests are 30% of Timmy’s grade.

    Timmy has had 3 quizzes so far in the same class. Timmy’s quiz average is 80%. Quizzes are 20% of Timmy’s grade.

    Let’s say for some reason Timmy has a test and a quiz on Friday. If he wanted to raise his grade, and could only study for either the quiz or the test, which is he better off studying for (assuming grade improvement was his goal).

    The answer would probably be the quiz, as a 100% on the quiz would raise his grade 5%, assuming no other grades were to be inputted. In this case, even though tests are worth more than quizzes, his grade is more influenced by the quiz grade than the test grade.

    Long story short, we know what students should be preparing for and we help them prepare for it.

    I will be running these research efforts with each student and recording the results within Google Classroom.

  • This program would likely benefit multiple types of students. I’ll list a couple of the types:

    The student who is a decent performer in school but may be prone to distraction at home doing homework.

    The student who would benefit from a live group setting so as to make them feel less alone when completing homework and studying.

    The student who lacks confidence in a particular subject.

    The student who narrowly missed honor roll.

    The student whose parents want them to get into pre-algebra or algebra but their math performance is on the fence.

    A student who would like benefit from a body doubling environment.

  • This program is not for the student who requires more intensive interventions, such as one on one tutoring. For example, if the student has an F in math, one on one tutoring is probably a better first step towards academic growth.

  • Generally speaking I do think remote learning is less effective than in person learning. However, to this question I have a couple points.

    I do believe we can effectively raise student grades in a remote setting. I’m betting the sustainability of the business on it.

    Remote based learning doesn’t require driving for parents and for staff.

    Students with social anxiety may prefer a remote setting.

    A remote business doesn’t have the costs associated with brick and mortar businesses.

  • We aim to keep requirements for parent involvement as few as possible, however if possible please let us know if your child is going to be absent for a session so we know to not reach out to the child during the session.

    Also I will be sending you progress update reports each month by email. Feel free to read them, as they are specific to your child.

  • Great question! And a key question.

    Firstly, it’s worth note that I currently only hire former or current middle school math teachers vs ELA teachers.

    This is for several reasons.

    1. I find that math teachers can help middle school students with ELA homework more often than ELA teachers can help middle school students with math homework.

    2. Along the same vein, I suspect teacher assistants can more likely help with ELA than math.

    3. I find students are more likely to help with math than ELA.

    I hire teachers who tend to relate to students well.

    I hire teachers who I feel can effectively motivate students and tutor/help students effectively where needed.

    I hire teachers who I feel have the chops to gather student grade data and guide student efforts accordingly.

    I will be candid and say that my teachers are paid $50 an hour, which is probably the top pay for remote middle school work with set hours. I do this because. . .

    1. I think it’s fair.

    2. I want everyone to win, which includes my staff.

    3. Top talent isn’t cheap.

    4. If I’m going to have high expectations for staff, I feel I should pay compensate accordingly.

  • Great question. A couple points to that.

    1. The three month duration gives us the ability to run 3 cohorts nicely during the school year. I’m leaning towards Cohort 1 October-December, Cohort 2 January-March, and Cohort 3 April-June starting the 26-27 school year.

    2. My gut tells me three months of two days a week is enough time to move the needle on student grades and learning.

    3. Three months I feel is long enough employment for teachers to feel comfortable foregoing other after school employment opportunities.