Out-of-School-Time Tutoring: Program Opportunities for Black and Hispanic Students Attending Low-Income Schools

• In Event: Results of Programs and Practices to Promote Equitable Access and Learning Outcomes

Abstract

This process evaluation of a federally-funded Out of School Time Tutoring (OSTT) program involved investigation of alignment between tutoring services and evidence-based practices in reading, high-leverage practices in education, and high-impact tutoring models, as well as vendor perceptions of program management. Six vendors who provided tutoring services in elementary reading foundations participated in an interview; we also examined vendor curricular materials and written tutoring proposals. Results indicated unclear alignment between vendor programming and evidence-based reading practices and partial alignment with high-leverage practices and high-impact tutoring models. Vendors expressed successes related to student achievement. Challenges were related to recruitment, communication, and partnerships. Results have the potential to guide districts and organizations engaged in OSTT efforts to support elementary student reading achievement.

Authors

• Kristen D. Beach, University of North Carolina - Charlotte

• Joanne Carman, University of North Carolina - Charlotte

• Zhi Li, University of Illinois College of Medicine Rockford

• Tasha Allen, University of North Carolina - Charlotte