Sustain tutoring participation, schedule it close to testing windows, and align content with classroom instruction to preserve gains¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the null long-term findings, the authors recommend that future tutoring efforts "focus on ensuring continuous participation, extending tutoring so that it is closer to the testing window, and reinforcing alignment with classroom instruction". The rationale is that gains faded when tutoring concluded about a year before the state assessment, dosage was inconsistent, and tutoring content targeted the prior year's grade-level standards rather than the later assessed content.

Design Implications¶

Context¶

Requirements¶

• Sustained, frequent instructional contact; the article cites prior research underscoring the importance of sustained, frequent instructional contact for producing and maintaining learning gains.

Constraints¶

• The article frames these findings as pointing to implementation needs rather than ineffectiveness of the tutoring model itself.

Target Learners¶

• Elementary and middle-grade students (grades 4–6) receiving high-dosage math tutoring

Target Learning Goals¶

• Durable math achievement gains visible on end-of-year statewide assessments

Related Strategies¶

• Align AI learning-support communication and nudges with empirically observed usage windows and adapt support to learner groups

Examples¶

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Key Sources¶

• Fong, A., Chen-Gaddini, M., & Huang, M. (2026). An Evaluation of the Air Tutors Program: A 1-Year Follow-Up on Math Achievement. WestEd. https://eric.ed.gov/?id=ED681370