Program Effectiveness
TCCF has 20 years of experience working with performance-based programs and monitoring
them for effectiveness.
TCCF manages each of its programs using a highly developed quality assurance model.
The program will be monitored through a process of internal program evaluation.
TCCF has developed a framework to assess the results of our program in a generalized
educational setting.
Additional outcomes are entered as needed. All data is compiled in aggregate form to
protect client confidentiality and then analyzed and compared to pre-established baseline.
Where performance gaps occur, modifications are made to ensure future success.
TCCF's 1-2-1 Tutoring Program demonstrates effectiveness in raising the achievement levels
of students by utilizing standardized pre- and post- assessments that evaluate the student's
needs and progress.
The data driven evaluation of our model showed a statistically significant improvement in
students who received tutoring services in reading comprehension and math skills.
Reading levels improved more than one grade level with similar improvement in math.
Figure 1 shows the grade level improvements by subject.
Figure 2 shows the effectiveness of 45 hours of tutoring in 1 subject.
Eighty percent (80%) of the students met or exceeded the satisfactory mark in their subject.
| Changes in Academic Achievement (figure 1) |
| Reading - (SRA) - Average improvement of 1.5 grade levels |
| Pre - 6 (4 - 10) |
| Post - 8 ( 4 - 11) |
| Math - (Math Steps) - Average improvement of 1.5 grade levels |
| Level 3 - 4 Pre - 59% Post - 75% |
| Level 5 - 7 Pre - 46% Post - 76% |
| Effectiveness of Tutoring 45 Hours in 1 subject (figure 2) |
Percent % |
| Unsatisfactory Language Arts |
4% |
| Satisfactory Language Arts |
50% |
| Incomplete Math |
13% |
| Math Satisfactory |
30% |
| Unsatisfactory Math |
3% |
| Total Tutored Students |
100% |
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Through the use of parent/guardian surveys, our evaluation models have indicated positive
effects on behavioral and attitudinal measures in correlation to tutoring services.
Parents reported the following positive outcomes for their children: children were not
afraid to ask questions and ask for help on homework; children enjoyed their time at school
and their school work more; and children enjoyed reading more.
These experiences in working to improve the achievement levels of students suggest that our
program will provide effective services to students beyond academic achievement.
| Parent Reports of Change in Student Attitude & Coping Skills Pre & Post Tutoring * |
| |
Pre-tutoring |
Post-tutoring |
Change |
| Like School & Learning |
2.57 |
3.17 |
+0.62 |
| Talk to Adults Re: Problems |
2.62 |
3.08 |
+0.47 |
| Look Forward to School |
2.79 |
3.26 |
+0.47 |
| Handle Problems Around the House |
2.53 |
3.06 |
+0.55 |
| Get Help from Others |
2.58 |
3.18 |
+0.62 |
| Able to Focus on School |
2.58 |
3.18 |
+0.61 |
Averages are based on a 4 point scale: 4=almost always; 3=usually; 2=sometimes; 1=rarely
*All items statistically significant, P<.05
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