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Reading Corps

High-Impact Tutoring Characteristics

Reading Corps has earned the National Student Support Accelerator (NSSA) Tutoring Program Design Badge. This program has shared documented evidence that their program design fulfills the research-backed core characteristics of high-impact tutoring.

Please see Tutoring Program Design Badge  for more details about how a program earns the Badge and the Tutoring Quality Standards for more information on all high-impact tutoring characteristics.

Organization and Contact

Organization Type
Nonprofit
Website Address
https://readingandmath.org/programs/reading-corps/
Headquarter Location (City, State)
Minneapolis, MN
Contact Name
Lindsay Dolce
Contact Email
Lindsay.dolce@ampact.us

Program Overview

Mission

Help more students build foundational skills and achieve reading proficiency by delivering high-impact tutoring at scale.

Mission
All children will become proficient readers by third grade, to have the skills they need to thrive in school and life.
Program Description

Reading Corps is an AmeriCorps program that provides schools with trained literacy tutors to support reading development for students in kindergarten through 3rd grade. Trained to implement Reading Corps, tutors are trained to implement evidence-based literacy instruction and assessment protocols. Tutors are supported by a multi-level coaching model that includes site-based and external coaches. Full-time tutors work with approximately 20 students in pairs or 1:1 for 20 minutes each day. The research-based tutoring interventions are supplemental to the core reading instruction provided at each school. The goal of the tutoring is to raise individual students’ literacy levels so that they are on track to meet or exceed the next program-specified literacy benchmark.

Type of Service

Tutoring program that offers one-on-one and/or small group tutoring directly to students, either in-person, virtually, or through both modes of delivery.

Year Program Launched
2003

Students and Offerings

Number of Students Served in the Most Recent School Year
34,495
Student Populations Served
Students needing academic support or intervention (behind grade level),
English language learners (ELLs),
Students in rural or remote communities
Grade Levels
Kindergarten,
1st Grade,
2nd Grade,
3rd Grade
Subject Offered
Early Literacy,
Reading
Languages of Instruction
English

Service Area

States of operation — virtual
N/A (in-person only)
States of operation — in-person
Limited to specific states/cities
California, Colorado, Georgia, Idaho, Iowa, Maryland, Michigan, Minnesota, Mississippi, North Dakota, and Wisconsin

Delivery Model and Staffing

Delivery Mode
In-Person
Setting
During School,
Immediately before/after school
Tutor-Student Ratio
1:1, 1:2
Number of Weeks Per Program
6 weeks or less, 7–9 weeks, 10–12 weeks, 13–20 weeks, 20–38 weeks, > 38 weeks
Number of Sessions Per Week
Three days per week, Four days per week, Five days per week
Number of Minutes Per Session
15–30 minutes
Type of Tutor
AmeriCorps Member
Does your program engage with parents?
Yes
Family Engagement Description

Onboarding (e.g., introduction to tutoring program, tutors, and staff), Student progress (e.g., regular progress reports shared), Parent training to support academic skills at home

Customer and Cost

Customer Type
District, School
Average cost for typical tutoring cycle
Variable by state and available funding resources

Research Evidence

Randomized controlled trial (RCT) study conducted?
Yes
RCT Citation

Markovitz, C. E., Hernandez, M. W., Hedberg, E. C., & Whitmore, H. W. (2022). Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study. American Educational Research Journal, 59(4), 788–819. https://journals.sagepub.com/doi/10.3102/00028312211066848

Markovitz, C., et al. (September 2018). Impact evaluation of the Wisconsin Reading Corps Program: Executive summary. Chicago, IL: NORC at the University of Chicago.
Markovitz, C., et al. (October 2018). Impact evaluation of the Minnesota Reading Corps K-3 Program (2017-18): Final report. Chicago, IL: NORC at the University of Chicago. https://www.serveminnesota.org/wp-content/uploads/2019/10/Minnesota-Reading-Corps-2017-2018-Evaluation.pdf

Quasi-experimental (QED) study conducted?
Yes
QED citation

https://nssc.serveminnesota.org/americorps-impact/reading-corps