Examining Implementation and Outcomes of the Project On-Track High-Dosage Literacy Tutoring Program

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Evaluations of Literacy Programs: Promoting a Love of Reading (Table 11)

Abstract

Many districts have had persistently low proficiency rates in grade 3 English language arts, which were exacerbated by disruptions in schooling during the COVID-19 pandemic. In response, [partnering organization] developed a high-dosage, small-group literacy tutoring program for grades 1–3. The content of the tutoring sessions is highly structured, but schools have flexibility in how they implement the program, including when they provide tutoring, who provides tutoring, and which students they serve. This flexibility can make it easier for schools to adopt the program. However, variation in implementation may also affect program effectiveness. To inform future implementation of the program, this study examines how schools implemented the program and whether this variation is associated with student literacy outcomes.

Authors

• Mary M. Klute, SRI International

• Marta Mielicki, SRI International

• Aliya Pilchen, Westat

• Hannah Kumbroch, SRI International