December 1, 2015



TTYL’s programs have been proven effective over time through the use of scientific, outside professional evaluations from the University of New Mexico, College of Education and private evaluators.

Dr. Carmen Sorge, PhD, Leiden LLC, has conducted 16 years of annual rigorous third party outside source evaluations. Dr. Sorge’s results showed evidence-based outcome that demonstrates TTYL programs maintain and/or increase student interests in science, comfort levels in science and positive attitudes toward science. Successful program results are based on use of non-releasable animals and combined with TTYL’s science based curriculum. These positive outcomes from TTYL programs contrast dramatically with studies demonstrating that generally, science interest declines in youth across transitional years.

Below are summaries of and links to the most recent evaluations of TTYL's in-school, 24-session program were performed by Dr. Carmen Sorge from the University of New Mexico in the Fall of 2015 and Fall of 2016 at Susie Rayos Marmon Elementary School (Title I) in Albuquerque, NM. Generally:

TTYL Educators are changing Science Attitudes by changing the student’s Attitudes toward Animals. This is a complex outcome, indicating that the animals are the crux of the change in science attitudes for the students, but that the educators are indirectly influencing science attitudes by working through impact on attitudes toward animals.

In addition to very positive classroom teacher and student feedback, results from Pretests and Posttests administered to students receiving TTYL's program AND a control group of students in a separate classroom showed that program students, as compared to control group students, experienced the following (2015/2016):

  • Statistically significant positive change in Attitude Toward Science (medium/small effect size)
  • Statistically significant positive change in Science Knowledge (very large effect size both years)
  • Statistically significant positive change significant change in self-reported anticipated Grade in Science (medium/small effect size)
  • Statistically significant positive change in Moral Attitude (large/large effect size)


In addition, as the program progressed, program students exhibited a statistically significant positive change in attitude toward science.

Classroom teacher feedback was extremely positive.  Teachers indicated that the TTYL Program increased student science knowledge and attitudes in both the program students AND in the younger “buddy” class students who received wildlife and environmental education modules from the older students.

In addition, teachers indicated a strong willingness to have the program again.

Qualitative feedback from students was overwhelmingly positive. Many students expressed that they relished “being the teacher” stating that “Its like my grownup mode turns on.”



The articles below are from peer-reviewed journals and offer a clear understanding of the positive outcomes of our programs.

Click on the links to view the articles in their entirety.

What Happens? Relationship of Age and Gender with Science Attitudes from Elementary to Middle School

The Relationship Between Bonding with Non-human Animals and Students’ Attitudes Toward Science


Click on the images below to view full-size.

Evaluation Excerpts

• Science Attitude Change

Science attitudes for the Talking Talons students were examined in multiple forms. Pretest and posttest attitudes were compared for control and treatment groups. For the treatment groups the same question about attitudes towards science was asked throughout the program in order to measure longitudinal change. Information was collected from the classroom teacher and from interviews. 

In order to examine longitudinal changes in science attitude for the treatment group (those students who participated in the Talking Talons program), science attitude questions were asked at pretesting, on quiz 3, on quiz 7 and at posttesting. The chart below delineates the change over time. This change was statistically significant.


• Science Knowledge 

Change in Science Knowledge by Group: A statistically significant change in Knowledge was seen in the treatment group and not for the control group from pretesting to post testing.


• Self-perceived Science Grade in School

A statistically significant change in self-reported anticipated grade in science was seen in the treatment group and not for the control group from pretesting to post testing.



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