Effect of High-Dosage Tutoring Following COVID-19

One learning mechanism that appeared frequently in the districts’ ARP-ESSER academic recovery plans was tutoring. The current project will evaluate the effectiveness of tutoring programs implemented with these funds. This study will use a mixed-methods approach to analyze the forms of tutoring used, implementation strategies across districts, fidelity to intervention plan, adult perceptions of tutoring effectiveness, and student academic outcome data. Information will be gathered via interviews and focus groups with teachers and parents of students who participated in tutoring, document analysis of tutoring plans, and quantitative analysis of student outcome data (academic and behavioral).

Start Date: January 2023
End Date: January 2025

Research Team

Principal Investigator: Casey McPherson, Southern Connecticut State University
Eric Brunner, University of Connecticut
Stephen L Ross, University of Connecticut
Yan Wei, Southern Connecticut State University