The current study evaluated the impact of a math tutoring program delivered in 20 schools to students in 4th through 8th grades by community members over one academic year. Students were randomly assigned to treatment and control groups. Multi-level linear and generalized linear mixed models were used to evaluate group differences in post-test scores and the probability of attaining the spring proficiency benchmark on two increasingly distal measures of math achievement. Intent-to-treat analyses identified higher achievement scores among students assigned to treatment on a measure of fact fluency and a computer adaptive measure of overall math achievement. Students assigned to treatment also had a higher probability of reaching grade-level benchmarks on the computer adaptive test. No statistically significant effects were observed on a state proficiency test. Implications for significant and null findings are discussed within the context of intervention content and delivery.

目前的研究评估了社区成员在一学年内在 20 所学校向 4 至 8 年级学生提供的数学辅导计划的影响。学生被随机分配到治疗组和对照组。多级线性和广义线性混合模型用于评估后测分数的组差异以及在两个越来越远的数学成就测量中达到春季水平基准的概率。意向治疗分析确定了在事实流畅性测量和整体数学成绩的计算机自适应测量上分配给治疗的学生的更高成就分数。被分配接受治疗的学生在计算机自​​适应测试中达到年级水平基准的概率也更高。在州能力测试中没有观察到统计学上的显着影响。在干预内容和交付的背景下讨论了对显着和无效发现的影响。