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Evaluating the Impact of the New Jersey Tutoring Corps on Student Achievement and Attendance

Principal Investigator

Menbere Shiferaw – Mathematica

Project Description

This study evaluates the impact of the New Jersey Tutoring Corps, Inc. (NJTC), a statewide high-impact tutoring program serving students in grades three through eight. Using a quasi-experimental design that combines matching and event study methods, the study will compare outcomes for NJTC participants to similar students within the same districts or schools who did not receive tutoring. The analysis will draw on administrative data from the New Jersey Department of Education, including standardized assessments in math and ELA and student attendance records, along with program data on tutoring participation and dosage. The study will include approximately 12,000 students across multiple cohorts and districts, enabling analysis of program impacts across diverse student populations. In addition to estimating overall effects on academic achievement and attendance, the study will examine variation in impacts by student subgroups and by tiered levels of instructional support. The research is designed to provide rigorous, policy-relevant evidence to inform decisions about the effectiveness and scalability of statewide tutoring programs.

Research Questions

  • What is the impact of NJTC on students’ math and ELA achievement?
  • What is the impact of NJTC on student attendance and chronic absenteeism?
  • How do impacts vary across student subgroups and levels of instructional support?

Status

In Progress

Study Type

QED

Grantee

New Jersey Tutoring Corps

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Courtesy of TalkingPoints

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