Implementation Description

Achievement Charter Academy (ACA) used the Glasser Quality School (GQS) model to guide the creation of a school culture based on trust and respect. The GQS model is an innovative learning approach that is less focused on teachers’ expectations and more focused on the individual needs of the students (Bazzocchi, 2017). Providing individualized instruction, such as tutoring, is an effective way to focus on students’ learning needs, and has been shown to improve academic achievement, self-confidence, and motivation in students (U.S. Department of Education, 2001). 

In order to accomplish their GQS mission, in 2020-21 the ACA administration began Mustangs Magnified (MM), a program that served students whom teachers identified as needing additional academic support. After an extensive recruitment process, the school hired two academic tutors. Each MM tutor spent the last two hours of every school day developing specific skills and addressing learning gaps in students. Lead teachers provided guidance for MM tutors regarding current learning standards and student needs. As a result of Mustangs Magnified, ACA saw academic growth in many of the participating students, particularly those in third through fifth grade. School leadership believes MM tutoring will be even more successful in 2021-22 school year, since they will be able to provide tutoring throughout the entire academic year. 

Results

From the middle of the year, when MM tutoring began, to the end of year, MM participants’ mCLASS scores increased 100 points on average. Some students’ scores increased as much as 200 points. These increases moved students toward grade level benchmarks and in a number of cases resulted in At Benchmark scores for students who began the year either below or well-below the grade level benchmarks.

Challenges

Because ACA is a new school, they had limited space for tutoring outside of the distractions of the regular classroom. Social distancing mandates, due to the Coronavirus pandemic, further minimized the amount of available space. ACA is hopeful that as social distancing mandates lessen, so will this obstacle. 

Future Modifications

In order to expand the impact of the Mustangs Magnified tutoring program, the ACA administration hopes to hire more tutors or increase the number of hours for their existing tutors. Additionally, they plan to utilize MM tutors to provide enrichment and address the learning needs of Academically and Intellectually Gifted students. 

Critical Components

Getting Started

School leadership found it essential to dedicate time to thoughtfully craft an employment listing and perform interviews for interested candidates in order to find quality employees. 

Ongoing Supports

ACA plans to provide training for MM tutors next year to further maximize their effectiveness in addressing students’ needs. 

Equity Connections

A 2017 study found that “tutoring is one of the most effective ways to increase achievement for students from lower income families” (Robinson, Kraft, Loeb, & Schueler, 2021). ACA hired two dedicated tutors to be part of their Mustangs Magnified team and hopes to hire more in the future. These tutors provided individualized instruction which resulted in students’ academic success, a proven avenue for escaping poverty (Giovetti, 2020). 

Research

1.     Bazzocchi, F. (2017). “Choice Theory, Quality School and Classroom”. Glasser Canada E-Bulletin Volume 4. Accessed June 22, 2021. Retrieved from https://www.e-glasser.org/choice-theory-quality-school-and-classroom/ 

2.     Giovetti, O. (August 27, 2020). “How Does Education Affect Poverty? It Can Help End It”. Concern Worldwide US. Accessed on June 11, 2021. Retrieved from https://www.concernusa.org/story/how-education-affects-poverty/ 

3.     Robinson, C. D., Kraft, M. A., Loeb, S. & Schueler, B. E. (February, 2021). “Accelerating Student Learning with High-Dosage Tutoring”. EdResearch for Recovery Design Principles Series. Accessed on June 9, 2021. Retrieved from https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf 

4.     U.S. Department of Education. (2001). “Evidence That Tutoring Works”. Accessed June 22, 2021. Retrieved from https://www.govinfo.gov/content/pkg/ERIC-ED464343/pdf/ERIC-ED464343.pdf 

5.     United States Census Bureau, Quick Facts North Carolina, Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219

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