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Primary analyses focus on ACAP math, ELA, and science scores, plus i-Ready math and reading outcomes. Students using Filo were compared with matched non-users, with tutoring dose captured via counts of 1:1 sessions. Directionally positive effects appear on ACAP math/ELA/science, with significant subgroup gains for male and Black students on ACAP math. Significant associations with ACAP ELA are observed, while i-Ready shows no significant program impacts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/efficacy-study-of-filo-in-jefferson-county-schools-february-2025/583155/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/efficacy-study-of-filo-in-jefferson-county-schools-february-2025/583155.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What outcomes does the study examine for Filo in Jefferson County Schools?","Question",{"text":112,"@type":113},"The study examines impacts on ACAP math, ELA, and science scores, as well as i-Ready math and reading scores. It also analyzes associations between counts of Filo 1:1 tutoring sessions and achievement outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study design compare students who used Filo with others?",{"text":117,"@type":113},"The study uses a student-level quasi-experimental design where students using Filo are the treatment group and students who do not use Filo form the matched comparison group. Matching is done on prior achievement and demographic variables.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding program impacts and usage associations?",{"text":121,"@type":113},"Results indicate directionally positive impacts on ACAP math, ELA, and science. Subgroup analyses show significant positive ACAP math impacts for male and Black students, and significant positive associations were found between Filo tutoring counts and ACAP ELA scores. No significant i-Ready math or reading impacts were evidenced.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583155,1792062651,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Efficacy Study of Filo in Jefferson County Schools  \nMichael A. Cook, PhD, Steven M. Ross, PhD, Al Passarella, MS  \nFebruary 2025  \nEfficacy Study of Filo in Jefferson County Schools  \nMichael A. Cook, PhD, Steven M. Ross, PhD, Al Passarella, MS  \nCenter for Research and Reform in Education The Johns Hopkins University School of Education 2800 N. Charles St  \nBaltimore, MD 21218  \n[https://education.jhu.edu/crre](https://education.jhu.edu/crre)  \nPreferred citation: Cook, M. A. , Ross, S. M. , Passarella, A. , MS (2024) . Efficacy Study ofFilo in Jefferson County Schools. Center for Research and Reform in Education, The Johns Hopkins University.  \nNotice of Trademark: “The Johns Hopkins University” and “JHU” are registered trademarks.  \nCopyright © 2025 Johns Hopkins University. No part of this report may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, website display, or other electronic or mechanical methods, without the prior written permission of the Johns Hopkins University Center for Research and Reform in Education. For permission requests, please contact CRRE.  \nContents  \nEXECUTIVE SUMMARY ..................................................................................................... 2  \n INTRODUCTION ............................................................................................................... 3   \nOverview of Filo ....................................................................................................... 3  \nOverview of the Evaluation ...................................................................................... 3  \n METHOD.......................................................................................................................... 3   \nResearch Design ....................................................................................................... 3  \nParticipants.............................................................................................................. 4  \nMeasures ................................................................................................................. 6  \nAnalytical Approach ................................................................................................. 7  \n RESULTS........................................................................................................................... 9   \nFilo Impacts ............................................................................................................. 9  \nFilo Usage .............................................................................................................. 12  \n DISCUSSION ................................................................................................................... 14   \nMain Achievement Impacts .................................................................................... 14  \nAPPENDIX A: Supplementary Impact Analyses (ITT) ........................................................ 16  \nAPPENDIX B: Full Subgroup Analysis Results................................................................... 18  \nAPPENDIX C: Supplementary Usage Analyses ................................................................. 20  \nEXECUTIVE SUMMARY  \nIn this quasi-experimental design (QED) study, we examined the impacts of Filo on Grades K-8 student math and reading achievement in Jefferson County (AL) Schools (JCS) . The primary focus of this report was Filo impacts on ACAP math, ELA, and science scores , as well as on i-Ready math and reading scores. Additionally, associations between counts of Filo 1:1 tutoring sessions and achievement outcomes were analyzed.  \n• The present study used a student-level QED design, with students across JCS that used Filo identified as the treatment group. For the main impact analyses students who participated in at least two Filo sessions were identified as the treatment group. The matched comparison group consisted","cbCaicpyKI2Hvc9e","https://ap.wps.com/l/cbCaicpyKI2Hvc9e","pdf",500529,22,"English","# Executive Summary\n## Introduction\n## Method\n## Results\n## Discussion\n# Appendix A: Supplementary Impact Analyses (ITT)\n## Appendix B: Full Subgroup Analysis Results\n## Appendix C: Supplementary Usage Analyses","[{\"question\":\"What outcomes does the study examine for Filo in Jefferson County Schools?\",\"answer\":\"The study examines impacts on ACAP math, ELA, and science scores, as well as i-Ready math and reading scores. It also analyzes associations between counts of Filo 1:1 tutoring sessions and achievement outcomes.\"},{\"question\":\"How does the study design compare students who used Filo with others?\",\"answer\":\"The study uses a student-level quasi-experimental design where students using Filo are the treatment group and students who do not use Filo form the matched comparison group. Matching is done on prior achievement and demographic variables.\"},{\"question\":\"What were the main findings regarding program impacts and usage associations?\",\"answer\":\"Results indicate directionally positive impacts on ACAP math, ELA, and science. Subgroup analyses show significant positive ACAP math impacts for male and Black students, and significant positive associations were found between Filo tutoring counts and ACAP ELA scores. No significant i-Ready math or reading impacts were evidenced.\"}]","Efficacy Study of Filo in Jefferson County Schools - February 2025 | PDF",1792046034,55]