Evidence for Impact

Accelerate’s Evidence for Impact grant, with an allocation of up to $250,000, targets scalable, established tutoring models that have prior evidence suggesting positive effects on student outcomes. The purpose of these grants is to support high fidelity in program implementation and to further develop the evidence base for HDT and the model through a randomized controlled trial (RCT).

Up to $250,000. The research study will be funded separately and directly by Accelerate.

• Tutoring providers (nonprofit and for-profit).
• Public school districts; public charter schools and charter management organizations.
• Colleges and universities.
• Support organizations (nonprofit and for-profit), such as education intermediaries, and citywide collaboratives.

Eligible applicants have prior evidence of tutoring program impact based on correlational, QED, or RCT evidence (that relies on research designs such as regression discontinuity (RD), panel difference-in-differences/event study, or propensity score matched comparison), and found to produce sizable positive effects (>0.20 SD approx. 2 months learning from a correlational or QED study or >0.10 SD from an RCT).

• Tutoring program must reflect Accelerate’s definition of high-dosage tutoring:
  • Tutoring occurs during the school day 
  • Individualized, with tutor:student ratios not higher than 1:4
  • Intensive, with a minimum of 2 sessions per week
  • The tutoring program uses a structured, evidenced-based curriculum designed for tutoring with formative assessments to track progress

During the grant period, all grantees are required to (at minimum): 

• Provide tutoring or personalized learning services 1:1 or in small groups to students in grades PK-12 during the school day, in reading and/or mathematics.
• Track tutoring program implementation, dosage, and student participation over the course of the grant term in compliance with a minimum, uniform data standard.
  • Share de-identified student-level data with a third party data layer at least monthly. 
• Partner with an Accelerate research partner for the duration of the grant period.
• Secure data sharing agreements and IRB (Institutional Review Board) approval in partnership with a research partner to facilitate research on the program’s impact on student outcomes.
• Engage in research activities and/or a program evaluation to assess the impact of the tutoring program model on student outcomes.
  • Submit research findings and final reports. 
• Participate in Accelerate’s Community of Practice, including in-person attendance at Accelerate’s Annual Convening.
• Complete Accelerate’s cost analysis tool, and engage with Accelerate regarding its use and application.

All EFI grantees must engage in research activities, including a randomized controlled trial (RCT), to assess the impact of the tutoring program model on student outcomes. To ensure our research meets the highest standards of rigor, we are requiring minimum student sample sizes for all RCT studies. These requirements serve two critical purposes:

• The sample sizes meet the threshold necessary to satisfy ESSA Tier 1 evidence standards, which represent the most rigorous level of evidence in educational research.
• The specified sample sizes ensure that all studies are sufficiently powered to detect a minimum detectable effect size of 0.10-0.15 standard deviations, allowing us to identify meaningful program impacts with statistical confidence.

RCT Sample Size Requirements: The specific student sample size must align with the proposed research design to ensure adequate statistical power:

• Two-arm RCT: At least 400 students in the study sample, which means at least 200 students receiving tutoring, and 200 receiving the control condition (i.e., no tutoring and/or business as usual)
  • IMPORTANT: Two-arm randomized controlled trials (RCTs) will only be considered if the program addresses one of Accelerate’s priority research areas (i.e., secondary grades; special populations; math. See more information below under “Priority Research Areas”).
• Three-arm RCT: At least 600 students in the study sample, which means at least 400 students are receiving tutoring (across two treatment arms), where one program design characteristic (e.g., student-teacher ratio; dosage) is randomized, and 200 students receiving the control condition (i.e., no tutoring and/or business as usual)

1. Secondary Grades (6-12): Research on effective math and literacy tutoring models for older students.
2. Special Populations: Research on tutoring impact for: Students with IEPs; Multilingual Learners; Economically Disadvantaged Students (e.g., students eligible for Free Reduced Priced Lunch).
3. Math: Research on tutoring programs focused explicitly on building students’ math skills.

1. Two-Arm RCTs: Studies that directly compare the program (i.e., treatment) against business as usual (i.e., control)

• • Tutoring program has sufficient number of students served (400 minimum, with 200 receiving the tutoring) in programs supporting Math and/or Secondary Grades to be considered for a two arm study

    2. Three-Arm RCTs: Studies that directly compare program design features such as tutor type, dosage, ratio, and training intensity

• • Tutoring program has sufficient number of students served (600 minimum, with 400 receiving the tutoring) to be considered for a three arm study with the ability to randomize one (or more) program design characteristics (i.e., treatment) against business as usual (i.e., control)

Special consideration will be given to study designs that incorporate the following:

• Policy-Relevant Outcomes: Focus on nationally normed assessments and/or end-of-year state exams
• Longitudinal Impact: Research on how tutoring affects long-term learning trajectories
• Skill Transfer: How improvements in foundational skills translate to broader measures of performance

Accelerate’s aim is to promote the project goals while providing grantees with maximum flexibility. Funding of up to $250,000 may be used to support operational costs, pre-evaluation costs, staff and direct program costs. All grantees will have their research and evaluation study funded separately through Accelerate, and should not budget for this expense. 

Applicants are asked to submit a proposed budget with their full application; those selected will work with Accelerate to determine the final allocation of funds, with the understanding that some shifts may occur during the grant year, which can be addressed with budget amendments. 

Up to 5% of the grant amount may cover indirect costs.

For the purpose of the Evidence for Impact grant program, the term ‘tutoring’ includes a variety of delivery models, including in-person, virtual, hybrid, or fully tech-enabled. The key component is that students are receiving personalized instruction tailored to their needs during the school day. 

The prevailing research (Kraft & Falken, 2021; Nickow et al., 2020; Robinson et al., 2021) indicates that effective high-dosage tutoring is typically (i) individualized, with student:tutor ratios not higher than 4:1, (ii) intensive, with dosage between 3-5 sessions/week, at least 30-60 minutes/session, (iii) sustained for 50 hours (over 36 weeks, with some effective tutoring programs lasting for at least 10 weeks), and (iv) based on high-quality instructional materials (HQIM). However, we encourage applicants to submit proposals featuring program designs that may deviate from these guidelines so long as the applicant presents a well-defined theory of action supported by evidence demonstrating the effectiveness of the alternative design.

Accelerate will assist with matching selected grantees with a researcher. Accelerate will then collaborate with the grantee and its matched researcher to support the development of a study design and timeline.

Accelerate has also developed partnerships with external funders who are interested in funding rigorous formal evaluations of tutoring programs.  As needed, Accelerate will support grantees in applying for and accessing this funding.

Please note that this timeline is not exhaustive.

Summer

• Finalize grant agreements and budgets 
• Confirm all partners in the project, including Districts and research partner
• Develop and finalize research design, with Accelerate’s support
• Secure data-sharing agreements, as needed
• Prepare for fall implementation of tutoring, including scheduling of students
• First grant payment provided to grantee

Fall

• Begin implementation of tutoring
• Begin implementation of data tracking systems, including those tracking student participation, according to Accelerate’s uniform data standard
• Participate in Community of Practice activities
• Second grant payment provided upon successful randomization and completion of milestones to date

Winter

• Continue implementation of tutoring (same cohort or new cohort, depending on the model); submit mid-year data, where applicable
• Begin research if not yet started, and depending on research design
• Participate in Community of Practice activities

Spring

• Third grant payment provided upon successful completion of milestones to date

Summer

• Conclude research; submit end-of-year data 
• Participate in Community of Practice activities

Winter

• Submit final research & evaluation findings, as well as completed cost analysis to Accelerate
• Final grant payment provided completion of milestones and submission of research report

Questions may be emailed to [email protected] at any time. Our team will be closely monitoring the inbox.