Girls to the Fourth Power

701 Welch Road, Suite #1120
Palo Alto, CA 94304

History of the Program

Stanford's Sophomore Seminar program, funded by management leader Tom Peters, provides an opportunity for innovative collaboration between students and faculty. In the fall of 1995, our class explored the possibility of supplementing underfunded public school programs with small group tutoring of algebra. Research included interviews with teachers and successful students, and attendance at the first Lehman Bros. Education Industry Conference in New York and the annual meeting of the National Math Teacher Association in San Diego. The GIRLS TO THE FOURTH POWER Program is an outgrowth of the Peters seminar research.

Peters Seminar Research Team

Shown here from left to right are team members Vicki Jew, Richard Meehan, Gwyn Masada, Michael Jensen, Josh Dapice, and Mark Leibowitz.

Gwyn Masada

The tutor provides the student with an interactive and individualized program so that he/she can receive personal attention on specific problem areas.

Gwynn Masada is, a Stanford junior and was a member of our Peters Research Team.

Josh Dapice

From my recollection of 6-8th grade, my attention span was still incredibly short and therefore a subject like math, where knowledge compounds upon itself, was especially difficult. What made it hard was the ease with which one forgot material and then struggled with subsequent subjects.

Josh Dapice, a Stanford sophomore and triathlete from Andover, Massachusetts, plans to go into business. He was a member of our Peters Research Team.

Mark Leibowitz

Mark is, a Stanford junior. He took most of our photographs and was a member of the Peters Research Team.

Mickael Jensen

The first thing each student does upon entering a tutoring program is take a diagnostic test that analyzes individual abilities. From that test and instructor/pupil interaction, a specialized study program can be developed to specifically benefit each unique individual. The fundamentals of each subject should be stressed and reinforced. A program that is not comprehensive in this area will eventually fail and undermine the success of the company, a quick fix does neither the student nor the corporation any good. With a student/instructor ratio of less than 10-1, an individual approach to learning is definitely within reach.

Michael Jensen is a Stanford junior from San Diego. He is majoring in economics and was a member of the Peters Research Team.