The Promise of High-Impact Tutoring: A Case Study of a Statewide Tutoring Initiative

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 4
  In Roundtable Session: Exploring the Effectiveness and Implementation of High-Dosage Tutoring (Table 7)

Abstract

This study evaluates the Tutoring Initiative's effectiveness in addressing learning loss
and promoting academic growth through high-impact tutoring. Using a mixed-methods
approach, the study compares academic performance in mathematics and reading between
tutored and non-tutored students, analyzes secondary benefits on student motivation and
confidence, and investigates factors supporting tutoring effectiveness. Preliminary findings
indicate that tutored students exhibit greater academic improvement, increased motivation, and
higher self-efficacy among tutors. Despite attendance challenges, the initiative demonstrates
significant potential as an effective intervention for educational recovery post-COVID-19,
offering valuable insights for policymakers and educators on best practices for high-impact
tutoring programs.

Authors

• Carrie Anna Courtad, Illinois State University

• Christy Borders, Illinois State University

• Jeongae Kang, Illinois State University

• Steven B. Mertens, Illinois State University

• Erin Quast, Illinois State University

• Shengtian Wu, Illinois State University

• Jeffrey E. Barrett, Illinois State University

• Grace Yun Kang, Illinois State University