Now 5 days a week! After school programs are moving to 5 days a week under the New Haven Afterschool Initiative.
Register hereFrom Pilot to Infrastructure
How New Haven Built a Citywide Math Tutoring System
NHTI is not a single program. It is the coordination and alignment engine that connects schools, tutoring providers, and community organizations into one citywide system designed to reduce disengaged and disconnected youth by strengthening math engagement, effort, and long-term opportunity.
Why NHTI Exists
• Isolated tutoring programs operating independently
• No shared curriculum alignment or training standards
• Limited coordination between schools and providers
• Inconsistent quality and dosage across sites
• No centralized data or accountability
• Families navigating multiple disconnected resources
Disengagement and disconnection begin in middle school.
When students fall behind in math, they lose access to academic pathways, vocational opportunities, and the belief that effort leads to progress.
Over time, disconnection compounds—affecting high school completion, college readiness, job placement, and long-term stability.
NHTI emerged as the city's coordination solution—not to replace existing efforts, but to align them into a cohesive, accountable, and scalable system.
Growth & Scale
[PLACEHOLDER: Timeline graphic showing progression from pilot to citywide system]
[YEAR PLACEHOLDER]
• Single school partnership
• Proof of concept established
• Core model refined
• Initial training protocols developed
[YEAR PLACEHOLDER]
• Multi-site coordination
• Standardized curriculum alignment
• Tutor training systematized
• Data collection infrastructure built
[CURRENT YEAR]
• [NUMBER] school partnerships
• [NUMBER] students enrolled
• [NUMBER] trained tutors deployed
• Coordinated backbone established
[FUTURE YEAR]
• Measurable academic impact
• Long-term outcome tracking
• System replication readiness
• Model for national adoption
Each phase was characterized by learning, iteration, and operational maturation— not just growth for growth's sake, but the deliberate building of sustainable systems.
Measured Growth Over Time
NHTI's expansion was intentional and phased. Each stage prioritized infrastructure, quality, and operational capacity before advancing to the next level of scale.
| Academic Term | Schools Served | Students Reached | Key Operational Focus |
|---|---|---|---|
| [YEAR 1] | [NUMBER] | [NUMBER] | Model development, initial training |
| [YEAR 2] | [NUMBER] | [NUMBER] | Curriculum alignment, staffing systems |
| [YEAR 3] | [NUMBER] | [NUMBER] | Multi-site coordination, data infrastructure |
| [CURRENT YEAR] | [NUMBER] | [NUMBER] | Citywide backbone, outcomes tracking |
Note: Each phase prioritized quality, consistency, and learning before expansion.
The Citywide Ecosystem
[PLACEHOLDER: Ecosystem map showing schools, tutoring providers, community organizations, and coordination backbone]
Schools: Provide facilities, referrals, and academic alignment
Tutoring Providers: Deliver consistent instruction across sites
Community Organizations: Support recruitment, engagement, and wraparound services
Families: Participate in coordinated communication and support structures
• Standardized tutor training and certification
• Curriculum alignment across all sites
• Centralized data collection and reporting
• Quality assurance and accountability systems
• Partnership facilitation and convening
• Continuous improvement cycles
NHTI is the infrastructure that ensures every school site benefits from the same quality, consistency, and accountability—regardless of which provider delivers the service.
How Coordination Works in Practice
School Participation
- • Schools opt in through formalized partnership agreements
- • Site coordinators designated at each location
- • Regular communication channels established
- • Shared expectations documented and aligned
Partner Alignment
- • Standardized scheduling and session formats
- • Common curriculum frameworks and pacing guides
- • Regular cross-site coordination meetings
- • Shared data collection and reporting protocols
Tutor Training & Support
- • Mandatory pre-service training for all tutors
- • Ongoing professional development sessions
- • Site supervisor support and observation
- • Access to curriculum resources and materials
Quality Assurance
- • Regular site visits and quality checks
- • Student attendance and engagement tracking
- • Feedback loops between schools and providers
- • Continuous improvement protocols
[PLACEHOLDER: Citywide Tutoring & Partner Alignment Map]
Visual showing coordination flow between schools, tutoring providers, community organizations, and NHC backbone
New Haven Counts serves as the coordinating backbone, ensuring alignment without replacing existing organizations.
What Changed Because of NHTI
Before NHTI
After NHTI
These changes reflect system-level shifts rather than isolated program improvements.
Early Outcomes & Directional Progress
How We Measure Progress
NHTI uses a combination of nationally normed assessments and internally developed skill measures to understand both long-term academic growth and short-term learning behaviors. This dual approach allows the initiative to track progress, engagement, and consistency over time.
Academic Year 2025–2026: Data Forthcoming
NHTI continues to collect and analyze academic and engagement data during the 2025–2026 academic year. Results from nationally normed assessments and internal skill development measures will be added as testing windows conclude.
Multi-Year Measurement Timeline
2023–2024
Pilot Phase
✓ Data Available
2024–2025
Expansion Phase
✓ Data Available
2025–2026
Citywide System Phase
◐ Data In Progress
MAP Growth (NWEA Domain) — 2025–2026
- •Fall 2025: MAP Growth Assessment Window
- •Winter 2026: MAP Growth Assessment Window
- •Spring 2026: MAP Growth Assessment Window
- •Full-Year Growth (Fall to Spring)
- •Half-Year Growth (Fall to Winter / Winter to Spring)
- •Percent of Students Demonstrating Positive Growth
- •Domain-Specific Growth (Number, Operations, Algebraic Reasoning, Geometry, Measurement)
NWEA MAP Growth domains align with Common Core State Standards (CCSS) for Mathematics. NHTI programming targets the following grade-level standards:
Operations & Algebraic Thinking
CCSS.MATH.CONTENT.3.OA, 4.OA, 5.OA
Number & Operations - Fractions
CCSS.MATH.CONTENT.3.NF, 4.NF, 5.NF
Number & Operations in Base Ten
CCSS.MATH.CONTENT.3.NBT, 4.NBT, 5.NBT
Measurement & Data
CCSS.MATH.CONTENT.3.MD, 4.MD, 5.MD
Geometry
CCSS.MATH.CONTENT.3.G, 4.G, 5.G
Note: Results will be reported using nationally normed MAP Growth metrics to ensure comparability across cohorts and years.
Skill Development & Fact Fluency — 2025–2026
- •Fall 2025 Skill Development Assessment
- •Winter 2026 Skill Development Assessment
- •Spring 2026 Skill Development Assessment
- •Percent of Students Demonstrating Overall Improvement
- •Percent of Students Improving in at Least One Skill Area
- •Attendance-Linked Growth Comparisons
- •Session Dosage and Consistency Indicators
Note: Skill development measures provide high-frequency insight into learning behaviors, consistency, and short-term growth patterns that complement nationally normed assessments.
Ongoing Measurement & Continuous Improvement
NHTI's design prioritizes continuous measurement, reflection, and iteration. Data from each academic year informs improvements to staffing, instruction, and coordination across the citywide system.
Academic Growth — MAP (NWEA Domain)
MAP Growth (NWEA Domain) provides an external, nationally normed measure of academic progress across cohorts and time periods, aligned with Common Core State Standards for Mathematics.
2024–2025 Academic Year
- •66 students demonstrated an average growth of +10.1 RIT points
- •88% of students showed positive academic growth
- •Students demonstrated upward movement in percentile rankings
- •Instructional focus: number sense and algebraic reasoning
- •Among 26 students assessed, average growth was +4.4 RIT points
- •Strongest gains observed among students in the 26th–75th percentile bands
- •Results demonstrate measurable growth within a limited intervention window
+8.1
Geometry
+4.5
Operations
+3.3
Number
+0.9
Measurement
RIT point gains by domain
These results indicate that targeted instruction translated into measurable gains in domains most closely aligned with number sense and algebraic reasoning.
2023–2024 Academic Year (Pilot Phase)
- •25 students increased average RIT scores from 200.5 to 206.7
- •Students demonstrated a +15.9 point gain in STP performance, aligned with ratios, proportions, and algebra
- •Median STP proficiency increased from 54% to 72%
- •Average growth ranged from +7.7 to +10.1 RIT points
- •Gains were consistent across percentile bands and grade levels
- •Results represent approximately one full academic year of growth or more for most students
Math Fact Fluency & Engagement Indicators
To complement MAP Growth data, NHTI uses an internally developed Math Fact Fluency assessment to measure short-term skill development, consistency, and the relationship between attendance and growth.
2024–2025 Fact Fluency Results
92%
improved total score across all sections
100%
improved in at least one section
High Attendance (>50%)
+28%
average increase (out of 145 points)
Lower Attendance (<50%)
+14%
average increase
Thresholds: 15 sessions (Spring), 10 sessions (Fall)
6,000+
hours collectively redirected from unproductive screen time toward academic skill-building
2023–2024 Fact Fluency Results
94%
improved total score across all sections
96%
improved in at least one section
High Attendance (>50%)
+30%
average increase
Lower Attendance (<50%)
+11%
average increase
Thresholds: 14 sessions (Spring), 8 sessions (Fall)
4,200+
hours collectively redirected from unproductive screen time toward academic skill-building
Why Attendance Matters
Across multiple years, students with consistent attendance demonstrated approximately double the growth of peers with lower attendance. These patterns reinforce the importance of structure, consistency, and engagement as core design principles of NHTI.
Participation, Attendance, and Instructional Dosage (Math Programs Only)
In addition to academic growth, NHTI tracks participation, attendance, and instructional dosage across math-focused programs coordinated by New Haven Counts. These indicators provide critical insight into student engagement, consistency, and system reliability.
Fall 2025 – Winter 2026
- Actual Enrollment
- Actual Attendance
Data Scope:
- • Program Focus: Math
- • Implementing Organization: New Haven Counts (NHC)
- • Data Source: NHTI site-level enrollment and attendance tracking
- • Excludes: All literacy/reading programming
2025–2026 Attendance Snapshot (Math / NHC)
Scope of Data
- •Academic Year: 2025–2026
- •Program Focus: Math
- •Implementing Organization: New Haven Counts (NHC)
- •Data Source: Site-level enrollment and attendance tracking
Key Participation Indicators (Math Programs Only)
| Indicator | Value |
|---|---|
| Total Proposed Enrollment | [Data to be inserted] |
| Total Students Enrolled | [Data to be inserted] |
| Number of Unique Students Served | [Data to be inserted] |
| Number of Active School Sites | [Data to be inserted] |
These figures reflect only math-focused programming coordinated by NHC and exclude literacy or non-math enrichment.
Attendance & Dosage Indicators
| Indicator | Value |
|---|---|
| Average Attendance per Session | [Data to be inserted] |
| Total Sessions Delivered | [Data to be inserted] |
| Average Sessions Attended per Student | [Data to be inserted] |
| Percentage of Students Attending More Than 50% of Sessions | [Data to be inserted] |
Attendance thresholds are used to understand consistency and dosage rather than to evaluate individual students.
Month-to-Month Consistency (Fall → Winter)
Tracking attendance across multiple months allows NHTI to monitor consistency, identify drop-off points, and adjust staffing and scheduling to support sustained engagement.
October Attendance
[Data]
November Attendance
[Data]
December Attendance
[Data]
February Attendance
[Data]
Why Attendance Is a Core Metric
Across multiple years of NHTI data, students with higher attendance consistently demonstrate stronger academic gains and skill development. Attendance and dosage are therefore treated as core design indicators, not secondary metrics.
Consistent participation and instructional dosage form the foundation upon which academic growth, mindset change, and long-term outcomes are built.
These indicators demonstrate that a coordinated system can achieve measurable engagement and academic progress at scale.
Changing Mindsets Across the City
NHTI's impact extends beyond academic outcomes. It shifts beliefs and dispositions across multiple stakeholder groups, building a culture where effort, focus, and long-term opportunity are valued and reinforced.
• Recognize tutoring as a professional pathway
• View math engagement as a lever for student success
• Understand the value of coordinated support systems
• See themselves as part of a larger citywide effort
• Develop leadership and teaching skills
• Build professional work experience
• Strengthen their own math proficiency
• Understand service and community investment
• Believe academic support is accessible and consistent
• Trust that their child's effort will be supported
• See math as a pathway, not a barrier
• Engage with structured accountability systems
Math and Sports as Tools for Long-Term Opportunity
Math builds analytical thinking, problem-solving capacity, and access to academic and vocational pathways.
Sports reinforce discipline, teamwork, resilience, and the belief that sustained effort leads to mastery.
Together, they create cultural norms around productive effort, focus, and the willingness to make short- and medium-term sacrifices for long-term gain.
How Culture Change Shows Up in Practice
Cultural shifts are observed through behaviors and habits, not just stated beliefs. NHTI tracks these indicators as evidence of changing norms.
• Increased attendance rates over time
• Greater punctuality to sessions
• Improved task completion and follow-through
• More questions asked and help-seeking behaviors
• Persistence through challenging problems
• Higher response rates to communications
• Greater participation in check-ins and updates
• Proactive outreach about student needs
• Attendance at program events and orientations
• Advocacy for program continuation and expansion
• Lower turnover rates among tutors
• Increased professional development participation
• More cross-site collaboration and idea sharing
• Higher quality of session planning and delivery
• Proactive identification of student needs
• Students connecting math practice to sports goals
• Recognition of effort standards across both domains
• Transfer of discipline from athletics to academics
• Mentors reinforcing consistent expectations
• Language of improvement and mastery used in both
Community Outcomes This Work Supports
Sustained middle school math growth, paired with improved attendance and engagement habits, is strongly associated with long-term outcomes including graduation, workforce participation, economic mobility, and community stability.
NHTI is an upstream driver of long-term community outcomes. The following pathways reflect multi-year trajectories, not short-term claims.
Middle School Proficiency
Foundational math skills for academic progression
High School Graduation
Completion and readiness for next steps
College Persistence
Enrollment and degree completion
Job Placement
Employment and career advancement
Business Success
Entrepreneurship and economic mobility
Home Ownership
Wealth building and community stability
Crime Reduction
Youth engagement and opportunity pathways
Community Strength
Civic participation and social cohesion
[PLACEHOLDER: Engagement-to-Outcomes Pathway]
Visual diagram showing progression from engagement → consistency → skill growth → opportunity access → long-term outcomes
NHTI is an upstream intervention. Its success is measured first by engagement and consistency, which research shows precede long-term outcomes such as graduation, employment, and economic stability.
The outcomes listed above are pathways that NHTI contributes to, not direct claims of causation. These require multi-year tracking and coordination with other city systems.
Reclaiming Productive Time
By replacing thousands of hours of unstructured screen time with high-engagement academic programming, NHTI reinforces habits of focus, persistence, and productive effort — behaviors that extend beyond academics.
These outcomes are not immediate. They require sustained effort, consistent engagement, and long-term institutional commitment.
NHTI creates the conditions for these pathways to become accessible and achievable.
What's at Stake
✓ Citywide system strengthens and scales
✓ More students access consistent, high-quality support
✓ Data and learning cycles drive continuous improvement
✓ Multi-year partnerships deepen and stabilize
✓ Early academic gains compound over time
✓ New Haven becomes a model for other cities
✓ Long-term community outcomes become measurable
✗ System fragments back into isolated efforts
✗ Quality and consistency erode across sites
✗ Students experience gaps in continuity and support
✗ Investment in training and infrastructure is lost
✗ Momentum and institutional knowledge dissipate
✗ Families and schools lose trust in coordinated systems
✗ Opportunity cost compounds as students fall further behind
Why Continuity Matters
Systems Take Time to Mature
Infrastructure, training, and coordination require sustained investment and iteration
Disruption Increases Fragmentation
Loss of coordination undermines quality, consistency, and institutional knowledge
Stability Protects Prior Investment
Years of learning, relationship-building, and system development require stewardship
The choice is not between NHTI and nothing.
It is between a coordinated, accountable system and a return to fragmentation— and fragmentation has already proven inadequate.
Why Continued Investment Matters
From Pilot to Public Infrastructure
NHTI represents a shift in how cities approach academic support — from isolated programs to coordinated systems designed to engage students early, consistently, and at scale.
Protecting the City's Investment
Over the past several years, New Haven has invested in building a coordinated tutoring and engagement system rather than a collection of disconnected programs. That investment has resulted in measurable academic growth, improved attendance-linked outcomes, and a citywide infrastructure that did not previously exist.
Systems take time to mature. Early gains compound with stability. Disruption risks fragmentation and loss of institutional knowledge that has been built through careful iteration and community partnership.
What Continued Funding Enables
- •Sustained tutoring access across participating schools
- •Ongoing training and retention of tutors and site staff
- •Continued use of nationally normed and internal assessments
- •Alignment across schools and community partners
- •Continuous improvement informed by year-over-year data
Continued funding allows the city to move from short-term intervention to long-term infrastructure.
Why This Approach Is Cost-Responsible
Investing in coordinated, upstream academic engagement reduces the need for more expensive downstream interventions. Middle school math proficiency, attendance, and engagement are well-established predictors of later outcomes related to graduation, workforce participation, and community stability.
This approach emphasizes risk reduction and efficiency — supporting students early, consistently, and at scale — rather than addressing gaps later when interventions become more costly and less effective.
City Partnership as Stewardship
The city's role in NHTI is not to manage daily operations, but to serve as convener, stabilizer, and long-term steward of a system that benefits students, families, schools, and the broader community.
Shared Accountability
The city ensures coordination among schools, providers, and families
Transparency
Ongoing public reporting of outcomes, challenges, and adjustments
Long-Term Orientation
Investment in systems that endure beyond individual funding cycles
Looking Ahead
As NHTI enters the 2025–2026 academic year, the focus shifts from proving concept to strengthening and refining a citywide system. Continued partnership ensures that New Haven's progress is sustained, measured, and continuously improved.
Future data updates will continue to be made public. Ongoing documentation of this work may inform other cities seeking to build similar coordinated systems. New Haven's commitment to transparency and accountability positions NHTI as a model for sustainable, community-driven academic infrastructure.
Why City Partnership Matters
The city has the authority and relationships to bring schools, providers, and community organizations to the table.
Without city leadership, coordination is voluntary and vulnerable.
The city provides institutional continuity that transcends individual program funding cycles.
Long-term investment requires long-term institutional backing.
The city holds ultimate accountability for community outcomes— graduation rates, employment, safety, and stability.
NHTI aligns with those outcomes.
City partnership is not about control—it is about shared ownership of results.
When schools, providers, community organizations, and city leaders operate as one system, students receive the coordinated, consistent support they deserve.
Commitment to Transparency
NHTI conducts regular reviews of enrollment, attendance, dosage, and academic indicators. Data is used to inform operational improvements and program adjustments.
Findings, challenges, and improvements are shared with city leaders, school partners, and community stakeholders through regular reporting and coordination meetings.
This page will be updated as new data becomes available and as the system continues to evolve. Transparency is an ongoing commitment, not a one-time effort.
NHTI will continue to use clearly defined, repeatable measures to monitor progress, refine implementation, and share learnings with city partners.
Questions about NHTI's data, operations, or outcomes can be directed to New Haven Counts leadership. We are committed to accountability and continuous improvement.
New Haven as a Model for Other Cities
NHTI demonstrates that coordination is possible—even in complex urban environments with multiple stakeholders, limited resources, and competing priorities.
It proves that fragmented efforts can be aligned into a coherent system without eliminating local autonomy or provider diversity.
It shows that infrastructure, not programs alone, is what creates lasting impact.
New Haven Counts is committed to:
✓ Transparency in data and outcomes
✓ Continuous learning and improvement
✓ Accountability to students, families, and the community
✓ Collaboration with city leaders and institutional partners
From pilot to infrastructure.
New Haven is building a model worth replicating.