Graph 1 shows an exponential increase in club and tutoring student registrations. The spike seen in fall 2005 correlates with implementation of the Internet version of ARISEnet where students could start registering themselves. It also correlates with significant increases in the state test Arizona Instrument to Measure Standards (AIMS) in math, reading and writing. These improvements in student performance were gains over the state averages.

The following summarizes data collected while piloting ARISEnet at Rio Rico High School (RRHS) during the 2005-2006 school year.  The concept of the flexible advisory was started fall of 2002 but as a “study hall” program utilizing a stand-alone database application.  That application evolved over 4 years into ARISEnet system.   

• Data show significant increases in tutoring registrations from 1635 fall 2002 to 10069 fall 2005.  Prior to 2002, tutoring was offered after school.  No data was collected but students seeking tutoring help after school was rare.
• The number of clubs running has tripled from 8 in 2002 to 24 in 2005 showing an increase in participation in school for both students and staff (willing to sponsor clubs).  Prior to 2002, clubs ran after school with fewer than 8 clubs running. 
• The number of club meetings attended by students has increased from 326 fall 2002 to 3399 fall 2005.
• There is a significant reduction in unexcused absences from 35% down to 5% since implementation of full ARISEnet system fall 2005.  The high absentee rate from advisory underscores the need for a computerized approach in offering a flexible advisory to promote student responsibility and accountability.  Reducing liability is also a major concern.
• Increasing trend curves show a relationship between GPA & tutoring sessions attended and between GPA & club participation.  RRHS fits educational research.
• Guided Advisory (GA) programming shows highly at-risk students (no use of system/no grade improvement and below 1.9 GPA) GPAs were already falling when enrolled in mandatory tutoring spring 2005.  With no GA tutoring fall 2005, GPAs stopped falling, self-registrations increased and advisory absenteeism fell.  This may indicate a change in behavior among these most at-risk students, i.e., self-directed registrations for tutoring help.   
• A Fall 2005 Campus Climate Committee survey of parents and students showed 85% approval rating of ARISEnet .
• A more recent student survey (spring 2006) showed 78% of students felt the system helped them become better students.  Tutoring with content teachers and homework completion were most often attributed.