Supplement classroom instruction with consistent in-school tutoring sessions that use student performance data to guide instruction¶

Design · All designs
Evidence · no claims cited

Description¶

The article describes a tutoring model in which sessions occur during the school day, are consistent across the year, and use "student performance data to guide instruction." Tutoring is intended to supplement, not replace, regular classroom instruction, with progress monitoring tracking student progress over the school year.

Design Implications¶

Context¶

Requirements¶

A designated non-teaching staff member to manage tutors on-site during serving hours.

Constraints¶

The evidence base is a single quasi-experimental study rated Promising, with a small +0.10 effect size.

Target Learners¶

Students identified as needing additional help in mathematics

Learning Goals¶

Improving mathematics achievement over the school year

Claims¶

Embedded high-dosage tutoring pattern: small ratios, in-schedule sessions, and classroom-aligned sequencing

Examples¶

-

Key Sources¶

GO Tutor Corps (Evidence Rating: Promising). (2024). GO Tutor Corps evidence summary. https://www.evidenceforessl.org/

Page metadata

Field	Value
`type`	`design`
`id`	`in-school-data-guided-tutoring-supplements-classroom`
`title`	`Supplement classroom instruction with consistent in-school tutoring sessions that use student performance data to guide instruction`
`description`	`The article describes a tutoring model in which sessions occur during the school day, are consistent across the year, and use "student performance data to guide instruction." Tutoring is intended to supplement, not re...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-08`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `go-tutor-corps-evidence-rating-promising-2024`

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