Sites offering tutoring during school were much more likely than out-of-school-hours sites to offer tutoring more than twice a week¶
Claim · All claims
Evidence · 1 study · associationalr3·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? A significant association existed between tutoring timing and frequency: 78 percent of during-school-only sites offered more than two sessions weekly versus 23 percent of out-of-school-hours sites. → 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
Chi-square test of independence across 56 school-based sites comparing timing of tutoring (during school only, both, outside school hours) with weekly frequency. More than three-quarters of during-school-only sites (78 percent) exceeded the two-day minimum versus less than one-quarter (23 percent) of out-of-school-hours sites.
"Chi-square tests of independence conducted to examine associations between pairs of tutoring implementation features found a significant association between the timing and the frequency of tutoring ( χ2(2) = 12.83, p < .01)."
Discussion¶
Related Claims¶
- Rural schools were far more likely than nonrural schools to offer Project On-Track tutoring during school only — related
- Timing of tutoring was significantly associated with tutor qualifications and with student grade level and baseline risk — related
- Tennessee's education department notes tutoring during the school day is more effective than before- or after-school programming — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ontrack-timing-frequency-association |
title |
Sites offering tutoring during school were much more likely than out-of-school-hours sites to offer tutoring more than twice a week |
description |
Sites offering tutoring during school were much more likely than out-of-school-hours sites to offer tutoring more than twice a week |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — pilchen-2024 |
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