Examining Targeted Skills Instruction Program Effects on English Language Arts Achievements: A Regression Discontinuity Approach 

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Abstract

Despite the strong interest in virtual high-impact tutoring, empirical evidence regarding its effectiveness remains limited. This study, designed to meet ESSA Tier 1 evidence and What Works Clearinghouse standards without reservations, aimed to estimate the causal effects of Edmentum’s Targeted Skills Instruction (TSI) program. TSI incorporates core principles of high-impact tutoring: consistency, intensity, curriculum alignment, individualized attention, and qualified tutors. The study was conducted in a diverse urban school district on the East Coast of the U.S. The findings suggest that TSI could be an effective tool for improving student success in this state and similar contexts. These results have implications for educators, policymakers, and researchers interested in improving academic outcomes through high-impact tutoring.

Authors

• Weiling Li, Edmentum

• Emma Somer, Edmentum

• Amy J. Dray, Edmentum