Timing of tutoring was significantly associated with tutor qualifications and with student grade level and baseline risk¶

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? During-school-only schools were less likely to employ only teachers, administrators, or paraprofessionals as tutors, and served younger and lower-scoring students. → 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

Chi-square tests across 56 sites also found significant timing-by-grade (χ2(2) = 52.10, p < .01) and timing-by-baseline-DIBELS (χ2(2) = 27.26, p < .01) associations: over 80 percent of grade 1–2 students and 84 percent of at-risk students received during-school tutoring versus 68 percent of grade 3 students.

"Chi-square tests of independence conducted to examine associations between pairs of tutoring implementation features found a significant association between the timing of tutoring and tutor qualifications ( χ2(2) = 6.20, p = .04)."

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
• 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
• Sites offering tutoring during school were much more likely than out-of-school-hours sites to offer tutoring more than twice a week — related
• Rural schools were far more likely than nonrural schools to offer Project On-Track tutoring during school only — related