Slightly fewer than half (42 percent) of students who started the year in the at risk DIBELS category moved to a lower risk category after a full year of Project On-Track tutoring¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Of 622 students who began the year scoring at risk for reading difficulties, 42 percent moved to a lower risk category by year's end. → Pilchen 2024

Evidence¶

Pilchen 2024¶

Pilchen, A., Klute, M., Mielicki, M., & Kumbroch, H. (2024). Examining implementation and outcomes of the Project On-Track high-dosage literacy tutoring program (REL 2024-005). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/use-work/resource-library/report/descriptive-study/examining-implementation-and-outcomes-project-track-high-dosage-tutoring-program

q2 · i? · associational · r2

Descriptive analysis of beginning- and end-of-year DIBELS composite scores for 622 students in 54 sites who started the year in the at risk category. About half of movers went to some risk (22 percent), 16 percent to minimal risk, and 4 percent to negligible risk.

"Of students who started the year scoring in the at risk category on the DIBELS, 42 percent moved to a lower risk category by the end of the year."

Discussion¶

Related Claims¶

• Among students who started the year most at risk for reading difficulties, none of the three implementation features (timing, frequency, tutor qualifications) was associated with end-of-year literacy progress — related
• Schools using only teachers, administrators, or paraprofessionals as tutors were more likely to serve students with higher baseline DIBELS scores — related
• Timing of tutoring was significantly associated with tutor qualifications and with student grade level and baseline risk — related