Stratety™ for Schools

Stratety™ is an affordable learning assessment platform for teachers and schools to understand the impact of their educational programs on students.


Is your school using its limited resources effectively? Have your students learned what they need to succeed in college and beyond? Have you selected the right textbooks and the most effective methodology? If you’ve invested in third-party educational consultants, have they delivered on their promises in practical, measurable ways?


There are perhaps no more important and controversial questions in the education sector than those outlined above. As teachers and administrators around the world can attest, these questions are also among the most difficult and time-consuming to answer with anything like precision.Educapro Stratety for Schools


Stratety™ for Schools is our innovative and cost-effective response to this need in the market. Our proprietary, patent-pending platform will help your school respond to important educational impact questions with world-class rigor and objectivity, at an affordable price. With Stratety™ for Schools, we guarantee your satisfaction or we don’t get paid.* It’s that simple and that effective.


How can we offer complete, highly-individualized student assessments at an affordable price? Answer: economies of scale and internal systems efficiency. We are a lean management organization whose entire educational model is built on lean and six-sigma principles. We deliver our high-quality services using the leanest models and procedures on the planet. We pride ourselves on our world-class internal collaboration software that allows us to bring educational experts from around the world onto our framework and into your project at a fraction of the traditional cost.


Does any of the above strike a deep chord with you? If you are eager to improve your student assessment tools, contact us now to arrange for a videoconference with one of our representatives. One call will bring you one step closer to the solution you are looking for.

* Conditions apply


Further reading:

Alvarez, K., Salas, E and Garofano, C. M. (2004), “An integrated model of training evaluation and effectiveness” Human Resource Development Review, vol. 3, no.4, pp 385-416.
Baldwin, T. T. and Ford, J. K. (1988), “Transfer of Training: A Review and Directions for Future Research”, Personnel Psychology, vol.41, no.1, pp. 63-103.
Berk, J. (2008), “The manager’s responsibility for employee learning” Chief Learning Officer, vol. 7 no. 7 pp. 46-48.
Brinkerhoff, R. O. and Gill, S, J. (1994), The Learning Alliance: System thinking in Human Resource Development, Jossey-Bass, San Francisco, CA
Broad, M. L. (2005), Beyond transfer of training: Engaging systems to improve performance, Jossey-Bass, San Francisco, CA Broad, M. L. and Newstrom, J. W. (1992), Transfer of training: Action packed strategies to ensure high pay/off from training investments. Addison Wesley, MA Burke, L. A. and Hutchins, H. M. (2007), “Training Transfer: An Integrative Literature Review”, Human Resource Development Review vol.6, no.3, pp. 263-296.
Burke, L. A. and Hutchins, H. M. (2008), “A study of best practices in training transfer and proposed model of transfer” Human Resource Development Quarterly vol.19, no.2, pp. 107-128.
Cheng, E. W. L. and Ho, D. C. K. (2001), “A review of transfer of training studies in the past decade.” Personnel Review, vol. 30, pp. 102-118.
Fitzpatrick, R. (2001), “The strange case of the transfer of training estimate” Industrial/Organizational Psychologist, vol. 39, no. 2, pp. 18-19.
Ford, J. K. and Weissbein, D. A. (1997), “Transfer of training: An updated review and analysis”, Performance Improvement Quarterly, vol.10 no.2, pp. 22-41.