Key Components and General Outcomes of Statewide High-Impact Tutoring

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Dismantling Educational Injustices: Outcomes of Implementing Statewide High-Impact Tutoring (Table 13)

Abstract

1. Objectives or purposes

The objectives are to define high impact tutoring and this initiative’s mission and provide the groundwork for other papers in this session. Participants will learn how the initiative has been upscaled for high impact tutoring in statewide participation, our unique quality control using fidelity checks built into the initiative, regional and partner district participation, and the results for 2,115 students served during 57,700 tutoring sessions, with over 550 tutors.

2. Perspective(s) or theoretical framework

High impact tutoring is grounded in equity, student safety, and cohesion among program elements. Based on the framework provided by National Student Support Accelerator (NSSA, 2021), high impact tutoring includes five research-based tutoring characteristics that have been found to result in more positive student outcomes than traditional tutoring. These include: (1) tutors are consistent, well-trained, and supported, (2) students receive a high dosage of tutoring with high-quality materials, (3) tutoring is embedded during the school day, (4) tutoring is aligned with the school curriculum, and (5) instruction students receive is informed by data.

3. Methods, techniques, or modes of inquiry

This paper will share descriptive statistics of the students, tutors, and the areas of tutoring along with other demographic information. It will provide the foundation for the subsequent papers and discussion of student participants who were served across regions, grades, subjects, income levels, ability levels, and languages spoken.



4. Data sources, evidence, objects, or materials

Throughout the academic year, districts submit interim assessment data for students in both reading and math, regardless of the subject area tutored. Demographic information and academic results are all housed in the propriety system referenced in paper C. Numbers reflect students for whom required data points were available for both points in time.



5. Results and/or substantiated conclusions or warrants for arguments/point of view

Students made academic gains in both reading and math across the school year. Standard scores on the district-selected interim assessment measured student growth over time. Assessments included AIMSweb, Fastbridge, I-Ready, NWEA MAP, and STAR Renaissance. Other results to be discussed include the growth in self-efficacy administered to tutors and the reading motivation increase by 3rd-8th grade students, indicating more evidence that HIT can be a way to increase academic achievement.



6. Scientific or scholarly significance of the study or work

Results substantiate the benefits of high impact tutoring and the impact the statewide initiative can have on remedying the injustices of education accelerated by the global pandemic.

Authors

• Carrie Anna Courtad, Illinois State University

• Christy Borders, Illinois State University

• Grace Yun Kang, Illinois State University