Anticipating outcomes when designing a tutoring program
Abstract
Identifying outcomes in the beginning stages of designing a tutoring program will help programs clarify and ultimately achieve goals. This effective practice offers tips on how to think about outcomes; excerpted from the Tutoring Toolkit for AmeriCorps Program Applicants (2003) developed by LEARNS in conjunction with the Corporation for National and Community Service. See the toolkit for more information.Issue
When designing programs, it is important to consider outcomes that are realistic, long-term, and flexible.Action
According to the Tutoring Toolkit for AmeriCorps Program Applicants (LEARNS, 2003), some tips for thinking about program outcomes include:
Identify realistic student achievement outcomes. Think carefully about the results a program can reasonably achieve and plan accordingly. Aim for excellence tempered with realism. Achievements will depend on the frequency, duration, and quality of tutoring, as well as the characteristics of the students served. Call on education partners to help match the amount and kind of services provided by the program (outputs) with realistic expectations for student achievement (outcomes). For example, one hour of reading aloud a week for six months cannot be expected to result in significant grade level reading gains.
Identify outcome targets over multiple years. Significant and lasting impacts take time and do not occur in a vacuum. A tutoring program is one influence among the many success factors students need to make long-term gains. Consider identifying outcome targets for a multi-year program (three years for new AmeriCorps programs). Some questions to ask are:
- What year-one outcome targets will lay a good foundation for our program?
- Is it possible to work with the same children for more than one year?
- How many second-year members or community volunteers might offer continuity for a multi-year effort?
- How will transition among volunteers, staff, and children affect outcomes?
Be prepared to adjust outcomes down the road. Refine your logic model over time as you gain more knowledge and experience with your program environment, resources, tutors, and student needs. You may also be asked to renegotiate your outcomes with the Corporation.
Avoid reinventing the wheel. Research similar tutoring programs to learn how other programs identify outcomes. Adapt these findings to your program's context and needs.
Context
The Corporation is placing increased emphasis on performance measures and accountability as both a program management tool and a means by which to communicate program impact. Performance measures are intended to be a useful tool for program managers to define and communicate the need their program will address and the impact the program will have. The measures provide indicators as to whether the program is having the intended effect. Defining performance measures is just one step in the program design phase. Using a logic model as a standard framework can prove helpful in the following ways:- Thinking through each of the different activities in which program members will engage
- Identifying the likely result of those activities
- Determining how to measure results
Outcome
Outcome data is used to:- Improve program quality
- Establish realistic goals
- Help determine necessary resources to meet those goals
Posted On
February 10, 2003For More Information