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¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For students who started the year in the at risk category, progress in DIBELS scores was not significantly associated with timing of tutoring, frequency of tutoring, or tutor qualifications after adjustment. → 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 · r3

Multilevel regression analysis of 622 at-risk students in 54 school-based tutoring sites, using two-level multiple regression models accounting for nesting of students within schools and controlling for school and student characteristics. Adjusted end-of-year DIBELS means were similar across timing, frequency, and tutor qualification groups (e.g., "420" vs "422").

"For students who started the year in the at risk for reading difficulties category, none of the three implementation features was significantly associated with progress in DIBELS scores after school and student characteristics were adjusted for."

Discussion¶

Related Claims¶

• 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 — 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
• High dosage tutoring can produce accelerated academic growth for academically at-risk students if implemented effectively and at proper scale — a broader claim this one bears on
• High-dosage tutoring directly tied to classroom content can substantially accelerate learning in math and reading for the most struggling students — related
• Sites offering tutoring during school were much more likely than out-of-school-hours sites to offer tutoring more than twice a week — related