Colleges and Schools

Working with Schools, Colleges, and Universities

For the past 10 years, Dr. Koo has worked with students graduate from high school and college. Using the SPICES Paradigm™, she has worked with diverse students (e.g. homeless, high achievers, academically struggling students, students who have emotional and behavioral issues).

She has worked with people who are diverse in race/ethnicity, age, sexual orientation, sex/gender, educational level, immigration status, character traits, family background, socioeconomic status, religion, life experience, and more.

Programs and Services

Close the Achievement Gap Program

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Social/Emotional/Academic Integration Program

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College Completion Culture Program

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Comprehensive College+Career Program

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Intensive Program (Summer/Week/Month)

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Leadership Training and Mentoring Program

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Dr. Koo develops comprehensive, muti-layered, holistic programs. to redirect the lives of people.  Her passion to transform the lives of people has taken her 15 years to develop her theory, methodology, and approach to help people live a productive, happy life.

From 2006-2012, she embedded her methodological approach in all aspects of a nonprofit organization she founded to help youth and young adults succeed in school, college, and life.  (The results speak for themselves)

Awesome College Results!

College Results

Dr. Koo’s students have gone to the following colleges and universities! Amazing, right?

Bentley University Boston College Boston University
Brandeis University Cal Maritime Carnegie Mellon University
Claremont McKenna College Clark University Colgate University
Columbia University Cornell University CSU Fullerton
Cal Poly Pomona CSU San Bernardino CSU San Jose
CSU San Francisco CSU Long Beach California Community Colleges
Duke University Drexel University Emory University
Emerson College Gettysburg College George Washington University
Gordon College Grace College Harvey Mudd College
Harvard University Hope International University Johns Hopkins University
Kenyon College Loyola Marymount University Mount St. Mary’s College
New York University (NYU) Northwestern University Occidental College
Out-of-state Community Colleges Pomona College Princeton University
Reed College San Francisco State University Seattle University
Scripps College St. Louis College of Pharmacy Syracuse University
St. Mary’s College of California (Moraga, CA) Swarthmore College Tufts University
UC Berkeley UC Davis UC Irvine
UC Los Angeles UC Riverside UC San Diego
UC Santa Barbara UC Santa Cruz University of Chicago
University of Dubuque University of Hawaii University of New Mexico
University of the Pacific University of San Diego University of Southern California (USC)
USMMA – United States Merchant Marine Academy USNA – United States Naval Academy USAFA – United States Air Force Academy
Wesleyan University Yale University

Phenomenal Test Scores

 Test Scores!

Dr. Koo developed one of the most cost-effective, highly valuable, peer-to-peer test preparation programs.  The program operates through a cohort system, in which high school students in the previous cohort serve as teachers, leaders, and mentors to succeeding cohorts.  As a result, low-income, minority students in the program increase their ACT scores by 12 points.  All students who participated and completed the program applied to four-year institutions and were accepted.

Scores improved for students who took the one month ACT Test Prep Course and provided us with the actual test results.

Note: An ACT score of 36 is the highest score on the exam.

Below is a partial list of students’ scores that have improved from the peer-to-peer model.

Cohort 1 Real ACT Test ACT Point Gain  (SAT equivalent) Rigor and Selectivity
Composite 31 Composite 32 1 point Most Competitive
Composite 13 Composite 14 1 point Non-competitive
Composite 13 Composite 16 3 points N/A
Composite 13 Composite 18 5 points Non-competitive
Composite 10 Composite 15 5 points N/A
Composite 12 Composite 18 6 points Highly competitive
Composite 10 Composite 29 9 points Most Competitive


Cohort 2 Real ACT Test ACT Point Gain  (SAT equivalent) Rigor and Selectivity
Composite 24 Composite 26 2 points Most competitive
Composite 19 Composite 21 3 points Most competitive
Composite 21 Composite 25 4 points Very competitive
Composite 21 Composite 26 5 points Highly competitive
Composite 18 Composite 24 6 points Highly competitive


Cohort 3 Real ACT Test ACT Point Gain  (SAT equivalent) Rigor and Selectivity
Composite 16 Composite 22 6 points Very competitive
Composite 16 Composite 28 12 points Highly competitive
Composite 21 Composite 24 3 points Highly competitive
Composite 17 Composite 26 9 points Most competitive
Composite 21 Composite 24 3 points Most competitive
Cohort 4 Real ACT Test ACT Point Gain  (SAT equivalent) Rigor and Selectivity
Composite 25 Composite 31 6 points QuestBridge Finalist
Composite 24 Composite 28 4 points QuestBridge Finalist, Most competitive

Other Score Improvements 2009-2010

(not peer to peer program)

Test 0259C Real ACT Test ACT Point Gain  (SAT equivalent)
Composite 14 Composite 25 11 points (740 points)
Composite 24 Composite 34 10 points (660 points)
Composite 26 Composite 34 8 points (540 points)
Composite 20 Composite 27 7 points (430 points)
Composite 27 Composite 32 5 points (330 points)
Composite 23 Composite 27 4 points (290 points)
Composite 24 Composite 28 4 points (290 points)
Composite 29 Composite 33 4 points (290 points)
Composite 26 Composite 30 4 points (290 points)
Composite 30 Composite 33 3 points (230 points)
Composite 27 Composite 30 3 points (230 points)
Composite 20 Composite 22 2 points (160 points)
Composite 28 Composite 30 2 points (150 points)
Composite 33 Composite 34 1 point (140 points)

Rigor and Selectivity

Barron’s Profile of American College

most competitive (< 33% acceptance rate)
highly competitive (33-50% acceptance rate)
very competitive (50-70% acceptance rate)
competitive (75%-85% acceptance rate)
less competitive (more than 85% acceptance rate)
noncompetitive (more than 98% acceptance rate)
Community colleges were considered as non-competitive


Social and Emotional Integration (Happy and Confident Students)

Sample Results:

* (2011-2012) A male high school student had shared his desire to purchase a gun and shoot people and classmates who bullied him.  As a prevention measure, Dr. Koo provided a 3-month SPICES curriculum to the student.  After the program, he no longer had the desire to kill but to help his fellow classmates and community.  In 2014, he is smiling, is attending a most competitive institution, has a girlfriend, and is working. (He stayed with the program for one year)

* (2012) A female high school student had attempted suicide by hanging herself in the bathroom.  She felt hopeless and depressed with her current circumstances.  She took the program, and after the program, she no longer had a desire to commit suicide.  She stated she now has a purpose to help others and is needed in the world.  In 2014, she stated she has yet to argue with her siblings and parents; never once thought about suicide or had episodes of depression; and she is enjoying her first year at a university. (She stayed with the program for one year)



Students and adults have experienced the following benefits as a direct result of the program:



Other Human Development Areas


Understand the importance of becoming an excellent student/person Understand people’s behaviors and not become affected by negative issues Understand the importance of becoming an excellent, productive employee/employer
Improve academic performance Increase in confidencee.g. Bullied befriended bullies and gained an increase in self-esteem Become responsible and accountable for their actions (e.g. learning, life choices, and more)
Increase test scores Increase personal motivation to excel despite obstacles Become whole (holistic)
Develop time-management skills Improve communication skills (intrapersonal and interpersonal; oral; and written) Become healthy (physiologically and physically)e.g. people healed from Mono, paralyzing infection, back pain, knee pain, and more
Find resources and solutions to issues that impede their way Gain self-awareness (identity, personality, obstacles, expectations, life goals, and more) Discover that people have a purpose in life that it is attainable (e.g. passions)
Become non-competitive and focused on what people need to do in life Reduce negative personal issues(e.g. rejection, fear, anxieties, pain, stress, and more) Learn how to value and appreciate others(become open to diverse peoples and situations)
Develop problem solving techniques and willingness to talk about their problems Become less angry, bitter, jealous, and envious Become emphatic and compassionate towards people who are different from themselves
Develop critical thinking skills and strengthen decision-making skills Learn to resolve internal and external conflicts(e.g. no longer desire to commit suicide) Become aware of repetitive patterns and reduce unwanted destructive patterns
Learn how people are influenced by others, media, and society Learn to forgive and be forgiven (restore and strengthen relationships) Develop a sense of community (community building)
Become aware of the thoughts, actions, and choices people make Strengthen self-reflection techniques
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