Tutor Trust Primary: Evaluation Report and Executive Summary

Autor/inn/en	Buchanan, Emily; Worth, Jack; Aston, Helen
Institution	Education Endowment Foundation (EEF) (United Kingdom); National Foundation for Educational Research (NFER) (United Kingdom)
Titel	Tutor Trust Primary: Evaluation Report and Executive Summary
Quelle	(2015), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Tutoring; Disadvantaged Youth; At Risk Students; College Students; Program Evaluation; Program Effectiveness; College Graduates; Interviews; Mathematics Achievement; English; Academic Achievement; Scores; Randomized Controlled Trials; Quasiexperimental Design; Comparative Analysis; Student Characteristics; Institutional Characteristics; Statistical Analysis; Qualitative Research; Intervention; United Kingdom (Manchester) + Suchen Sie Ihr Suchwort? Ausland; Förderkonzept; Nachhilfeunterricht; Benachteiligter Jugendlicher; Collegestudent; Programme evaluation; Programmevaluation; Hochschulabsolvent; Hochschulabsolventin; Interviewing; Interviewtechnik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English language; Englisch; Schulleistung; Statistische Analyse; Qualitative Forschung
Abstract	The Tutor Trust is a Manchester-based charity that aims to provide affordable small group and one to one tuition to schools. The Trust recruits university students and recent graduates, which enables it to provide tuition at a competitive rate. It predominantly aims to support schools in challenging communities and pupils who are looked-after or eligible for free school meals. This evaluation assessed the impact of the Tutor Trust on the English and mathematics attainment of 95 pupils in Years 6 and 7. Participating students could receive up to 15 hours tuition whilst in Year 6 and a further 10 hours tuition in Year 7. The evaluation also explored schools' perceptions of the need for affordable tuition and their assessments of the quality of the service provided, in order test the feasibility of the approach and provide formative feedback to the Tutor Trust. The project was funded by the Education Endowment Foundation (EEF), the SHINE Trust and Manchester City Council. A separate evaluation of the impact of the Tutor Trust on the GCSE results of pupils in Years 10 and 11 is available on the EEF website. Key conclusions include: (1) Due to the study's design and problems recruiting schools to receive tuition or participate in the evaluation, this evaluation has not provided a secure estimate of the impact of the project on pupil outcomes; (2) Participating pupils made slightly less progress in both English and mathematics than those in the matched comparison group. However, this finding was not statistically significant, meaning that it could have occurred by chance; (3) Schools involved in the qualitative interviews were positive about the tuition, keen to work with the Tutor Trust again, and largely confident that the tuition was beneficial for their pupils. All teaching staff and senior leaders interviewed believed that there was a need for more affordable, high quality tuition; (4) School staff who we spoke to believed the quality of tutors was generally high and that, the quality of tutors greatly influenced the impact of the programme; (5) To ensure pupils derive maximum benefit, it is recommended that the Tutor Trust continues to put additional mechanisms in place to monitor tutor performance and conduct and that schools also implement such mechanisms. In addition, classroom teachers need to be involved in the planning and management of tuition so that it is not viewed as a 'bolt-on' and complements work in the classroom. (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01