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Impact Evaluation of Intervene K-12 Tutoring on Grade 9 Mathematics Achievement in Hartford Public Schools

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Title: Impact Evaluation of Intervene K-12 Tutoring on Grade 9 Mathematics Achievement in Hartford Public Schools
Language: English
Authors: Michael A. Cook, Steven M. Ross, Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Source: Center for Research and Reform in Education. 2023.
Availability: Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Elementary Secondary Education, Intervention, Grade 9, Mathematics Achievement, Public Schools, Tutoring, English Language Learners, COVID-19, Pandemics, Immigrants, Achievement Gains, Educational Change, Student Participation, Algebra, Outcomes of Education, Program Evaluation, Program Effectiveness
Geographic Terms: Connecticut (Hartford)
Abstract: This study was a quasi-experimental design (QED) that examined the impact of Intervene K-12 tutoring on mathematics achievement for Grade 9 ELL students identified by HPS as having experienced considerable learning disruptions as a result of the COVID-19 pandemic and having recently arrived in the United States. Achievement gains for treatment students, who received tutoring services, were compared to those of comparison students, who did not receive tutoring. Comparison students were selected by using propensity-score matching (PSM) techniques in order to identify students who were most similar to treatment students. The main outcome variables of interest were end-of-course (EOC) and Final Algebra I exam scores, as well as spring 2023 PSAT mathematics scores, while beginning-of-course (BOC) Algebra I exam scores and spring 2022 PSAT mathematics scores were used as prior mathematics achievement variables. Multiple regression analyses were used to examine the impact of Intervene K-12 tutoring on mathematics achievement gains. The results of the impact analyses showed generally positive mathematics achievement trends for Intervene K-12 tutoring students. Treatment students outgained matched comparison students on the EOY Algebra I exam by more than 7 points. Similarly, treatment students outgained comparison students on the spring PSAT math assessment by 5 points although these impacts did not reach statistical significance. The effect size of the EOC Algebra I score impact was nearly 0.40 SDs, indicating a medium-to-large practical impact of tutoring on student mathematics achievement.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED659897
Database: ERIC
FullText Text:
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  Data: Impact Evaluation of Intervene K-12 Tutoring on Grade 9 Mathematics Achievement in Hartford Public Schools
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  Data: Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/
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  Data: 17
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  Data: 2023
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  Data: <searchLink fieldCode="DE" term="%22Connecticut+%28Hartford%29%22">Connecticut (Hartford)</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study was a quasi-experimental design (QED) that examined the impact of Intervene K-12 tutoring on mathematics achievement for Grade 9 ELL students identified by HPS as having experienced considerable learning disruptions as a result of the COVID-19 pandemic and having recently arrived in the United States. Achievement gains for treatment students, who received tutoring services, were compared to those of comparison students, who did not receive tutoring. Comparison students were selected by using propensity-score matching (PSM) techniques in order to identify students who were most similar to treatment students. The main outcome variables of interest were end-of-course (EOC) and Final Algebra I exam scores, as well as spring 2023 PSAT mathematics scores, while beginning-of-course (BOC) Algebra I exam scores and spring 2022 PSAT mathematics scores were used as prior mathematics achievement variables. Multiple regression analyses were used to examine the impact of Intervene K-12 tutoring on mathematics achievement gains. The results of the impact analyses showed generally positive mathematics achievement trends for Intervene K-12 tutoring students. Treatment students outgained matched comparison students on the EOY Algebra I exam by more than 7 points. Similarly, treatment students outgained comparison students on the spring PSAT math assessment by 5 points although these impacts did not reach statistical significance. The effect size of the EOC Algebra I score impact was nearly 0.40 SDs, indicating a medium-to-large practical impact of tutoring on student mathematics achievement.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Educational Change
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      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Connecticut (Hartford)
        Type: general
    Titles:
      – TitleFull: Impact Evaluation of Intervene K-12 Tutoring on Grade 9 Mathematics Achievement in Hartford Public Schools
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              Y: 2023
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