The Scaling Dynamics and Causal Effects of a District-Operated Tutoring Program. EdWorkingPaper No. 24-1030
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| Název: | The Scaling Dynamics and Causal Effects of a District-Operated Tutoring Program. EdWorkingPaper No. 24-1030 |
|---|---|
| Jazyk: | English |
| Autoři: | Matthew A. Kraft, Danielle Sanderson Edwards, Marisa Cannata, Annenberg Institute for School Reform at Brown University |
| Zdroj: | Annenberg Institute for School Reform at Brown University. 2024. |
| Dostupnost: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 75 |
| Datum vydání: | 2024 |
| Druh dokumentu: | Reports - Research |
| Descriptors: | Public Schools, COVID-19, Pandemics, Tutorial Programs, Tutors, Tutoring, School Districts, Board of Education Policy, Academic Support Services, After School Education, Help Seeking, Student Needs, Program Administration, Program Development, Program Effectiveness, Program Implementation, Program Length, Program Evaluation |
| Geografický termín: | Tennessee (Nashville) |
| Abstrakt: | Public school systems across the U.S. have made major investments in tutoring to support students' academic recovery in the wake of the COVID-19 pandemic. We evaluate a large urban district's efforts to design, implement, and scale a district-operated, standards-based tutoring program across three years. We draw on extensive interviews and survey data to document the dynamic changes in the program as Metro Nashville Public Schools integrated core operations into its leadership and school structures, expanded tutor supply by pivoting from a volunteer to a teacher-based staffing model, and addressed scheduling constraints by offering tutoring immediately before and after school in addition to during the school day. The district steadily scaled the program across two years, delivering over 125,000 total hours of tutoring to more than 6,800 students while also increasing dosage each semester. Using a collection of experimental and quasi-experimental designs, we find consistent evidence of a small to medium average positive effect on students' reading test scores (0.04 to 0.09 standard deviations), but no average effects on math test scores or course grades in either subject. We discuss four possible explanations for these results, including a limited treatment-control contrast, modest program duration, heterogeneous effects, and miscalibrated expectations of tutoring effects at scale. [This research was supported by grants from TN SCORE.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Přístupové číslo: | ED672280 |
| Databáze: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED672280 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: The Scaling Dynamics and Causal Effects of a District-Operated Tutoring Program. EdWorkingPaper No. 24-1030 – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Matthew+A%2E+Kraft%22">Matthew A. Kraft</searchLink><br /><searchLink fieldCode="AR" term="%22Danielle+Sanderson+Edwards%22">Danielle Sanderson Edwards</searchLink><br /><searchLink fieldCode="AR" term="%22Marisa+Cannata%22">Marisa Cannata</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22"><i>Annenberg Institute for School Reform at Brown University</i></searchLink>. 2024. – Name: Avail Label: Availability Group: Avail Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 75 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Tutorial+Programs%22">Tutorial Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Board+of+Education+Policy%22">Board of Education Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink><br /><searchLink fieldCode="DE" term="%22After+School+Education%22">After School Education</searchLink><br /><searchLink fieldCode="DE" term="%22Help+Seeking%22">Help Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Administration%22">Program Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Length%22">Program Length</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Tennessee+%28Nashville%29%22">Tennessee (Nashville)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Public school systems across the U.S. have made major investments in tutoring to support students' academic recovery in the wake of the COVID-19 pandemic. We evaluate a large urban district's efforts to design, implement, and scale a district-operated, standards-based tutoring program across three years. We draw on extensive interviews and survey data to document the dynamic changes in the program as Metro Nashville Public Schools integrated core operations into its leadership and school structures, expanded tutor supply by pivoting from a volunteer to a teacher-based staffing model, and addressed scheduling constraints by offering tutoring immediately before and after school in addition to during the school day. The district steadily scaled the program across two years, delivering over 125,000 total hours of tutoring to more than 6,800 students while also increasing dosage each semester. Using a collection of experimental and quasi-experimental designs, we find consistent evidence of a small to medium average positive effect on students' reading test scores (0.04 to 0.09 standard deviations), but no average effects on math test scores or course grades in either subject. We discuss four possible explanations for these results, including a limited treatment-control contrast, modest program duration, heterogeneous effects, and miscalibrated expectations of tutoring effects at scale. [This research was supported by grants from TN SCORE.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: ED672280 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 75 Subjects: – SubjectFull: Public Schools Type: general – SubjectFull: COVID-19 Type: general – SubjectFull: Pandemics Type: general – SubjectFull: Tutorial Programs Type: general – SubjectFull: Tutors Type: general – SubjectFull: Tutoring Type: general – SubjectFull: School Districts Type: general – SubjectFull: Board of Education Policy Type: general – SubjectFull: Academic Support Services Type: general – SubjectFull: After School Education Type: general – SubjectFull: Help Seeking Type: general – SubjectFull: Student Needs Type: general – SubjectFull: Program Administration Type: general – SubjectFull: Program Development Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Program Implementation Type: general – SubjectFull: Program Length Type: general – SubjectFull: Program Evaluation Type: general – SubjectFull: Tennessee (Nashville) Type: general Titles: – TitleFull: The Scaling Dynamics and Causal Effects of a District-Operated Tutoring Program. EdWorkingPaper No. 24-1030 Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Annenberg Institute for School Reform at Brown University – PersonEntity: Name: NameFull: Matthew A. Kraft – PersonEntity: Name: NameFull: Danielle Sanderson Edwards – PersonEntity: Name: NameFull: Marisa Cannata IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 2024 Titles: – TitleFull: Annenberg Institute for School Reform at Brown University Type: main |
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