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Evidence-based outcomes showing the transformative power of high-dosage tutoring
High Dosage Tutoring Boosts Student Growth by Nearly 30% Above National Average and More than 60% Above Peers
Middle school students receiving weekly tutoring showed 1.27 years of academic progress, outpacing both typical growth and non-tutored peers (June 30, 2023)
Key Findings
Study Details
This pilot program tracked academic growth during the 2022-2023 school year at a New Haven middle school comparing two distinct student groups. The treatment group consisted of 15 students (6 seventh-graders, 9 eighth-graders) who received 2 hours of one-on-one or small-group tutoring per week in math comprehension, delivered by volunteer or paid tutors in in-school or after-school sessions. These students were compared against a control group of 40 students from the same grade levels who were matched for similar academic starting points but received only regular classroom instruction without additional tutoring support.
Growth was measured using the IXL diagnostic assessment, with tests administered in September 2022 and June 2023, and scores were normalized to show years of academic growth (where 1.00 represents typical annual progress for grade level). It's important to note some limitations of this pilot study, including its small sample size, implementation at a single school site, first-year status, and the voluntary nature of tutoring program participation.
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Focused Weekly Tutoring Improves Students' Mastery of Data and Statistics by Nearly 2 Grade Levels
Middle school students receiving tutoring showed 1.93 years of academic progress, outpacing all three non-target domains by at least 132% (May 30, 2024)
Key Findings
Study Details
The pilot program tracked academic growth during the 2023-24 school year at a New Haven non-profit program for middle school students, focusing specifically on mastery of data and statistics skills. The study group consisted of 18 students (4 sixth-graders, 9 seventh-graders, 5 eighth-graders) who participated in targeted tutoring sessions focusing on statistics and data interpretation as the target domain. During tutoring sessions, students received minimal indirect instruction in the other mathematical areas (non-target domains). During the school day, students received primary instruction in the other domains.
Students received 60-minute weekly tutoring sessions delivered by a founder of New Haven Counts and a graduate student working for the non-profit. Growth was measured using the NWEA assessment, with tests administered in November 2023 and May 2024, where scores were evaluated across four domains - one target domain (data and statistics) and three non-target domains (algebra, geometry, and number systems). Growth is measured in NWEA points, with 7 points representing typical annual progress for grade level. It's important to note some limitations of this pilot study, including its small sample size, implementation at a single school site, and the focused nature of the intervention on a specific mathematical domain.
Chart: New Haven Counts • Created with Datawrapper
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