Abstract High-impact tutoring (HIT) is academic instruction provided in a one-to-one or small group setting by a trained tutor that takes place at least three or more times per week. HIT instruction focuses on cultivating positive student-tutor relationships and supporting students' knowledge and skill development. HIT has consistently shown large, positive effects on student learning in both math and reading. However, HIT is not easy to implement and program design is often sacrificed. This study aims to understand strategies school districts have used to maintain fidelity to HIT design while expanding the number of students served. Specifically, districts have often faced challenges hiring enough tutors, providing quality tutor training and curricular resources, ensuring student attendance in tutoring sessions, and utilizing data. In response to staffing challenges, districts have developed multiple options for tutor hiring including recruiting community members, university students, existing school staff, and virtual providers. To support both instructional quality and tutor retention, districts have provided tutor training aligned with tutors' existing skills and needs, which differs by tutor type. Districts have also improved student attendance by integrating HIT within existing school schedules and clarifying the relationship between HIT and other student support programs.
White et al. (Mon,) studied this question.