Virtual, Outcomes-Based Contract Tutoring

Overview

Prior to the pandemic, and in partnership with a team at Harvard University, Ector County Independent School District (ECISD) was investigating a pilot of outcomes-based contract tutoring (i.e., paying tutors based on evidence of growth, rather than for hours). Given many students needed more individualized support during the pandemic, ECISD accelerated the pilot to January of 2021, beginning with middle school students.

“The contract itself holds the tutors accountable for student growth. So at the end of the year, after those 19 hours of tutoring, the students will take the MAP assessment based upon their growth. During that time, we will pay the tutoring company based upon the growth of those students.” - Scott Muri, Superintendent, Ector County ISD

Approach

ECISD signed an outcomes-based contract with a virtual tutoring company. Students in the pilot receive nearly 20 hours a trimester of tutoring after school, working in a supervised physical space together, but students work online one-on-one with the same tutor over the course of the pilot. Tutors utilize NWEA MAP data and feedback from teachers to identify target skills for intervention.

The ECISD team is considering expansion of this approach, with the goal of increasing investment over time. “We've already got our contract, and we're rolling already. And we know that this is a strategy that we will be using our federal stimulus funding.” - Scott Muri, Superintendent, Ector County ISD

This strategy is a part of TLA's Hop, Skip, Leapfrog release, which explores the concrete ways in which schools and systems pursued student-centered innovation during COVID-19. Explore the full guide to find additional strategies, insights, and resources.