| Title: |
Efficacy Study of Filo in Jefferson County Schools |
| Language: |
English |
| Authors: |
Michael A. Cook; Steven M. Ross; Al Passarella; Johns Hopkins University, Center for Research and Reform in Education (CRRE) |
| Source: |
Center for Research and Reform in Education. 2025. |
| Availability: |
Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/ |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2025 |
| Document Type: |
Reports - Research |
| Education Level: |
Elementary Education; Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Tutoring; Mathematics Achievement; Science Achievement; Language Arts; Academic Achievement; Elementary School Students; Middle School Students; Achievement Gap; Racial Differences; Gender Differences; Standardized Tests; Scores; Incidence; Reading Achievement |
| Geographic Terms: |
Alabama |
| Abstract: |
This quasi-experimental study evaluated the impact of the Filo tutoring program on math, ELA, and science achievement among Grades K-8 students in Jefferson County (AL) Schools (JCS). Using a student-level matched comparison design (N=1,089 treatment, 2,163 comparison), the study examined student performance on ACAP and i-Ready assessments. Results indicated directionally positive impacts on ACAP math, ELA, and science scores, with statistically significant gains in ACAP math observed for male and Black students--a notable outcome given the historical achievement gaps within the district. Although no significant effects emerged for i-Ready scores, a positive association was found between the number of Filo tutoring sessions and ACAP ELA performance. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
ED675108 |
| Database: |
ERIC |