Steven Lindsay Ross

Jun 28, 2024 | jscholarship.library.jhu.edu | Michael Cook |Steven Ross |Steven Lindsay Ross

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.