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Beyond One Visit: How Consistent Tutoring Drives Improved Pass Rates.

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Title: Beyond One Visit: How Consistent Tutoring Drives Improved Pass Rates.
Authors: Johnson, Isaac1, Navarre-Corisis, Dani1, Lee, Valerie1, Lowery, Jason1
Source: Learning Assistance Review (TLAR). Fall2025, Vol. 30 Issue 1, p65-88. 24p.
Subject Terms: *Tutors & tutoring, *Academic support programs, *Educational intervention, *Data analysis, *Academic achievement, *Student engagement, *Achievement
Abstract: In 2023, The College of Western Idaho adopted the Upswing platform to expand tutoring access and improve data on student engagement. Analyzing over 10,000 sessions from 1,862 students, we found a significant association between tutoring frequency and course pass rates (X² p < 0.001). Students who attended four to six sessions saw pass rates up to 10% points higher than those with only one. Nearly half of all students, however, attended just once and had below-average outcomes. These findings led the Tutoring Department to shift its strategy toward encouraging repeated use to support long-term student success and more effective academic support. [ABSTRACT FROM AUTHOR]
Copyright of Learning Assistance Review (TLAR) is the property of National College Learning Center Association (NCLCA) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: In 2023, The College of Western Idaho adopted the Upswing platform to expand tutoring access and improve data on student engagement. Analyzing over 10,000 sessions from 1,862 students, we found a significant association between tutoring frequency and course pass rates (X&#178; p &lt; 0.001). Students who attended four to six sessions saw pass rates up to 10% points higher than those with only one. Nearly half of all students, however, attended just once and had below-average outcomes. These findings led the Tutoring Department to shift its strategy toward encouraging repeated use to support long-term student success and more effective academic support. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Learning Assistance Review (TLAR) is the property of National College Learning Center Association (NCLCA) and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189070227
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Academic support programs
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      – SubjectFull: Educational intervention
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      – SubjectFull: Data analysis
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      – SubjectFull: Academic achievement
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      – SubjectFull: Student engagement
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      – SubjectFull: Achievement
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      – TitleFull: Beyond One Visit: How Consistent Tutoring Drives Improved Pass Rates.
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              Text: Fall2025
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              Y: 2025
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