Establishing a Partnership Between a Rural School and an Urban University to Support Algebra 1 Learning for Students with Learning Disabilities

• In Event: Surfacing Teacher Learning Needs from the Ground Up: Research-Practice Partnerships to Cultivate Innovative Practices

Abstract

Objective
This study reports on a partnership development effort, whereby faculty, teachers, school administrators, and students spent a year co-designing a model to provide Algebra 1 tutoring for students with learning disabilities (LD) in a rural school through field experiences for teacher candidates in special education. We document the outcomes of a formative research project. Conversations, interviews, and focus groups informed incremental changes in the development of a tutoring program over the course of a school year.
Perspectives
Students with LD are a heterogenous group (Andersson, 2008; Gresham & Vellutino, 2010; Lewis, 2014), and their needs vary (Ashcraft & Krause, 2007; Keeler & Swanson, 2001; Lambert, 2013). Tutoring is a research-based practice that can help meet the individualized needs of students with LD and give university students valuable experience (Adams & Hord, 2023; Maheady et al., 2004; Hord & DeJarnette, 2020; Leko et al., 2015; Watt & Wasburn-Moses 2018). Rural Appalachia, the site of our partner school, has unique geographic, economic, and cultural factors that impact education in the region. Appalachian schools and students often have close-knit, supportive family relations (Gibbons et al., 2020; Slocum et al., 2019). However, the Appalachian region has higher rates of poverty and lower rates of educational attainment (Pollard et al., 2021). The delivery of educational services, particularly for students with LD, requires innovations that honor the strengths of these areas while addressing their needs (Rude & Miller, 2018).
Methods
We partnered with a rural school from August 2024 – July 2025 on an iterative cycle of providing tutoring, learning from all stakeholders involved, and refining our tutoring model. We interviewed five school employees, five members of the community, and five university faculty. We took detailed field notes during interviews and followed up with email communication. We used an inductive coding scheme to analyze notes from interviews, emails, and other field notes. Analysis was iterative, and we continually shared our insights through collaborative meetings to refine our interpretation and instruction.
Results
Two core themes from our analysis will guide our work going forward. First, the importance of trust was central. This partnership development project began based on a long-term friendship between two individuals. We built on that friendship to grow our connections within the community. Trust between people, more so than institutions, is essential to the partnership. Additionally, there is a need to support students’ learning outside of school. For example, stakeholders proposed ideas for college students to become mentors to high school students, or to provide support in a local adult education center. As important as subject-specific tutoring is, the university-school partnership can be strengthened by expanding our vision beyond school subjects to think more holistically about community well-being.
Significance
Our study illustrates a case of a successful, ongoing partnership between an urban university and a rural school, where we have co-designed a tutoring program for which we have shared ownership. The importance of building trust between people, and finding creative ways to support student learning, can impact the design of future partnerships.

Authors

• Anna Fricano DeJarnette, University of Cincinnati

• Casey Hord, University of Cincinnati

• David Adams, University of Cincinnati