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Outcome measures rely on statewide standardized summative math assessments (CMAS and STAAR) about one year after the intervention concluded, evaluating impacts, baseline equivalence, and key findings.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/an-evaluation-of-the-air-tutors-program-a-1-year-follow-up-on-math-achievement-findings-from-an-arnold-ventures-grant/588067/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/an-evaluation-of-the-air-tutors-program-a-1-year-follow-up-on-math-achievement-findings-from-an-arnold-ventures-grant/588067.png","ImageObject",300,407,{"name":42,"@type":43},"Bintang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What research question does the one-year follow-up address?","Question",{"text":63,"@type":64},"It asks whether participation in the Air Tutors program positively impacts math achievement as measured by a state standardized summative math assessment administered one year after tutoring delivery.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study compare students who received tutoring with those who did not?",{"text":68,"@type":64},"It uses a quasi-experimental design with Mahalanobis distance matching to create treatment and comparison groups based on observable similarities.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the main outcome measures and assessment timeline?",{"text":72,"@type":64},"The study uses standardized scale scores (z-scores by state and grade) from statewide summative math assessments administered in spring 2025, roughly one year after tutoring ended in the 2023–24 school year.",{"name":74,"@type":61,"acceptedAnswer":75},"What do the key findings indicate about long-term impacts?",{"text":76,"@type":64},"Across the full sample, differences versus comparison students were small and not statistically significant. For the 24-hour dosage group, the combined effect across districts was also small and not statistically significant.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},588067,1792170881,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,115,119,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Exam",70,"exam",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},5,"Comic",60,"comic",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},6,"Technology",50,"technology",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},7,"Healthcare",40,"healthcare",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":117,"slug":118},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":101,"slug":133},19,"General","general",{"code":4,"msg":86,"data":135},{"doc_id":83,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":116,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":143,"language":144,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":12,"update_tm":148,"read_time":149,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","An Evaluation of the Air Tutors Program:  \nA 1-Year Follow-Up on Math Achievement  \nFindings From an Arnold Ventures Grant  \nAnthony Fong  \nMin Chen-Gaddini  \nMin Huang  \nFebruary 2026  \n© 2026 WestEd. All rights reserved.  \nSuggested citation: Fong, A., Chen-Gaddini, M., & Huang, M. (2026) . An evaluation of the Air Tutors program: A 1-year follow-up on math achievement. WestEd.  \nWestEd is a nonpartisan, nonprofit organization that aims to improve the lives of children and adults at all ages of learning and development. We do this by addressing challenges in education and human development, increasing opportunity, and helping build communities where all can thrive. WestEd staff conduct and apply research, provide technical assistance, and support professional learning. We work with early learning educators, classroom teachers, local and state leaders, and policymakers at all levels of government.  \nFor more information, [visit](visit WestEd.org. For)[ ](visit WestEd.org. For)[WestEd.org](visit WestEd.org. For)[. For](visit WestEd.org. For) regular updates on research, free resources, solutions, and job postings from WestEd, subscribe to the E-Bulletin, our semimonthly e-newsletter, [at](at WestEd.org/subscribe)[ ](at WestEd.org/subscribe)[WestEd.org/subscribe](at WestEd.org/subscribe).  \nContents  \nAcknowledgement iv  \nExecutive Summary 1  \nMethods 1  \nBaseline Equivalence 1  \nKey Findings 2  \nIntroduction 3  \nLong-Term Impact of Air Tutors on Student Achievement 3  \nImpact Evaluation Methodology 3  \nOutcome Measure 4  \nImpact Results 4  \nDiscussion 10  \nReferences 12  \nAcknowledgement  \nThis follow-up study would not have been possible without the generous support, dedication, and contributions of numerous individuals and organizations. We extend our sincere gratitude to the following groups and partners:  \nArnold Ventures foundation  \nWe deeply appreciate Arnold Ventures’ continued financial support and commitment to advancing rigorous educational research. Its investment in both the original evaluation and this extended analysis made this work possible.  \nTeachers and students from the study districts  \nWe are grateful to the students and teachers who participated in the Air Tutors program and contributed data over multiple years. Their engagement and cooperation provided valuable insights into both the short-and long-term impacts of the program.  \nAdministrators from the study districts  \nWe appreciate the support of district and school administrators in District A and District B. Their coordination, data sharing, and commitment to student learning greatly facilitated the implementation of both the initial evaluation and this long-term follow-up study.  \nAir Tutors team  \nWe thank the Air Tutors team for their collaboration throughout the evaluation period. Their openness in discussing program implementation and tutoring practices helped deepen our understanding of the intervention.  \nExecutive Summary  \nThis brief is a follow-up to WestEd’s 2025 evaluation of the Air Tutors high-dosage math tutoring program (Fong et al., 2025) . Whereas the 2025 evaluation assessed the impact of the Air Tutors program on short-term student outcomes, the evaluation described in this brief assessed the impact of the Air Tutors program on long-term student outcomes. More specifically, this evaluation sought to answer the following research question:  \nDoes student participation in the Air Tutors program have a positive impact on  \nmath achievement as measured by the state standardized summative math  \nassessment that is administered 1 year after the delivery of the tutoring?  \nMethods  \nSimilar to the prior study (Fong et al., 2025), this evaluation employed a quasi-experimental design using Mahalanobis distance matching to compare students who received Air Tutors math instruction (treatment group) with observationally similar students who did not receive tutoring (comparison group) . Two analytic samples were examined: a full-sample analy","cbCais9HBI0ZvSAM","https://ap.wps.com/l/cbCais9HBI0ZvSAM","pdf",5213773,17,"English","# Executive Summary\n## Methods\n## Baseline Equivalence\n## Key Findings\n# Introduction\n## Long-Term Impact of Air Tutors on Student Achievement\n## Impact Evaluation Methodology\n## Outcome Measure\n## Impact Results\n# Discussion\n## References","[{\"question\":\"What research question does the one-year follow-up address?\",\"answer\":\"It asks whether participation in the Air Tutors program positively impacts math achievement as measured by a state standardized summative math assessment administered one year after tutoring delivery.\"},{\"question\":\"How does the study compare students who received tutoring with those who did not?\",\"answer\":\"It uses a quasi-experimental design with Mahalanobis distance matching to create treatment and comparison groups based on observable similarities.\"},{\"question\":\"What are the main outcome measures and assessment timeline?\",\"answer\":\"The study uses standardized scale scores (z-scores by state and grade) from statewide summative math assessments administered in spring 2025, roughly one year after tutoring ended in the 2023–24 school year.\"},{\"question\":\"What do the key findings indicate about long-term impacts?\",\"answer\":\"Across the full sample, differences versus comparison students were small and not statistically significant. For the 24-hour dosage group, the combined effect across districts was also small and not statistically significant.\"}]","An Evaluation of the Air Tutors Program - A 1-Year Follow-Up on Math Achievement - Findings From an Arnold Ventures Grant | PDF",1792064460,43]