Efficacy Study of Varied Catch Up and Read Tutoring Dosage Schedules in a Large School District

Oct 15, 2026

Uploaded by Jake

A mixed-methods quasi-experimental study evaluates how different Catch Up and Read (CAR) tutoring dosage schedules affect Grades K–3 reading achievement and teacher perceptions in Longhorn School District elementary schools. CAR Classic is delivered after school, while CAR Accelerator varies by meeting days and student grouping scenario. The design compares 10 Classic schools and eight Accelerator schools against 18 non-CAR comparison schools, assessing tutoring impacts, attendance outcomes, subgroup differences, and links between CAR tutoring metrics and reading achievement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages74

Reading Time3 h 6 min

AccessFree to download

Executive Summary

Overview of the Evaluation

Introduction

Research Design

Results

Discussion

Conclusions

References

Appendix A: Teacher Survey

Appendix B: Teacher Interview

Appendix C: Descriptive and Exploratory Analyses

Appendix D: Full Subgroup Regression Analyses

Appendix E: Supplementary Analyses

Appendix F: Teacher Survey Responses

Efficacy Study of Varied Catch Up and Read Tutoring Dosage Schedulesin a Large School District Michael A. Cook, PhD, Jane Eisinger, MS, Steven M. Ross, PhD January 2026 Efficacy Study of Varied Catch Up and Read Tutoring Dosage Schedules in a Large School District Michael A. Cook, PhD, Jane Eisinger, MS, Steven M. Ross, PhD Center for Research and Reform in Education Johns Hopkins University School of Education 2800 N. Charles St Baltimore, MD 21218 [https://education.jhu.edu/crre](https://education.jhu.edu/crre) Preferred citation: Cook, M.A. , Eisigner, J. , & Ross, S. M. (2026) . Efficacy study of varied Catch Up and Read tutoring dosage schedules in a large school district. Center for Research and Reform in Education, Johns Hopkins University. Notice of Trademark: “Johns Hopkins University” and “JHU” are registered trademarks. Copyright © 2026 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. Contents EXECUTIVE SUMMARY........................................................................................................................ 3 INTRODUCTION .................................................................................................................................... 5 | Overview of the Evaluation.............................................................................. 5
METHOD ................................................................................................................................................ 6 | | --- | | Research Design .............................................................................................. 6
Participants ....................................................................................................... 6
Measures ........................................................................................................... 9
Analytical Approach....................................................................................... 12
Procedure........................................................................................................ 13
RESULTS ............................................................................................................................................. 13 | | CAR Tutoring Impacts.................................................................................... 14
Reading Achievement Impact Analyses................................................................................. 14
Subgroup Analyses ................................................................................................................ 16
Attendance Impacts.................................................................. Error! Bookmark not defined.
Associations Between CAR Tutoring Metrics and Reading Achievement ............................. 18
Supplemental CAR Analyses ................................................................................................. 20
Teacher Experiences with Catch Up and Read............................................ 21
Teacher Perceptions of Micro-Credentialing ............................................... 33
Impact of CAR on Teacher Retention ........................................................... 34
DISCUSSION ....................................................................................................................................... 36 | CAR Efficacy Impacts .................................................................................... 36 CAR Subgroup Impacts ................................................................................. 36 CAR Program Metrics and

FAQs

What intervention models are evaluated in the study?

The study examines Catch Up and Read (CAR) Classic and CAR Accelerator tutoring programs, including how dosage schedules differ across Accelerator scenarios.

How is the tutoring delivered for CAR Classic versus CAR Accelerator?

CAR Classic tutoring occurs during after-school sessions, while CAR Accelerator tutoring occurs during the school day with varied meeting schedules and student groupings.

What outcomes does the study analyze?

The study analyzes impacts on reading achievement, attendance, subgroup outcomes, associations between CAR tutoring metrics and reading achievement, and teachers’ experiences and perceptions.

Oct 15, 2026

Uploaded by Jake