High Impact Tutoring as a component of the Atlanta Public Schools Turnaround Strategy¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 design), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

High Impact Tutoring is one of the components of the Atlanta Public Schools Turnaround Strategy evaluated by Mathematica Policy Research. The report page identifies it as one of "two Strategy components" receiving in-depth analysis in the first-year (2016-17) interim report, alongside the Purpose Built Schools partnership's operation of Thomasville Heights Elementary. The evaluation project ran from 2016 to 2019 and was prepared for Atlanta Public Schools. The page does not describe the tutoring model's design, dosage, or staffing in detail.

Design Implications¶

Context¶

Requirements¶

• The component is studied as part of the district's Turnaround Strategy, evaluated under the 2016-2019 project time frame

Constraints¶

• The available page text does not describe the tutoring program's design, implementation details, or measured effects

Target Learners¶

• students in Atlanta Public Schools turnaround schools

Target Learning Goals¶

• improving academic outcomes in turnaround schools through tutoring

Claims¶

• The first-year APS Turnaround Strategy evaluation reports implementation and impact findings focused on High Impact Tutoring and PBS operation of Thomasville Heights Elementary [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Kristin Hallgren, Naihobe Gonzalez, Jane Choi, Kevin Kelly, Annie Li, Lindsay Ochoa, Breanna Wakar, Brian Gill. (2017). The Atlanta Public Schools Turnaround Strategy After One Year: High Impact Tutoring and the Purpose Built Schools Partnership. Mathematica Policy Research. https://www.mathematica.org/publications/the-atlanta-public-schools-turnaround-strategy-after-one-year-high-impact-tutoring-and-the-purpose