Use evaluation evidence on implementation quality, attendance, and relationships to guide tutoring program selection and improvement¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief positions its cross-program findings as decision support for actors working to expand effective tutoring. It states the "results can help inform decision making of those working to improve access to effective tutoring—such as tutoring providers, and schools and districts, grantmakers." It directs attention to ensuring high attendance, adequate staffing, and logistics such as scheduling, and to fostering strong student–tutor relationships, since these characterized the programs with moderate to large effects.

Design Implications¶

Context¶

Requirements¶

• Programs need high student attendance, the necessary staffing, and logistics such as scheduling in place to achieve moderate to large effects, per the brief's implementation findings.

Constraints¶

• The brief identifies student–tutor relationships and the effectiveness of alternative tutoring approaches at scale as areas for future research, indicating the evidence base is not yet settled.

Target Learners¶

• Students in grades 4 through 10 receiving math tutoring

Target Learning Goals¶

• Math knowledge and skills
• Math confidence
• Sense of belonging in tutoring

Related Strategies¶

• Select tutoring providers that tailor professional development to tutor experience levels and invest in student-tutor relationship building
• Expand the pool of potential tutors rather than expanding group sizes when scaling tutoring to all students

Examples¶

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Key Sources¶

• Kate Place, Andrew Gothro, Gregory Chojnacki, Kara Conroy. (2023). Testing New Approaches to Math Tutoring: Lessons from Eight Evaluations. Mathematica. https://www.mathematica.org/publications/testing-new-approaches-to-math-tutoring-lessons-from-eight-evaluations