Date of Conferral

12-9-2025

Date of Award

December 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Michael Vinella

Abstract

The problem that was addressed through this study is that 75% of minoritized students in Grades 3–5 are not meeting proficiency goals in math at a suburban New Jersey school district (NJSD, a pseudonym), which prompted the implementation of a high-impact tutoring program for all students. Grounded in Dewey’s theory of action, the purpose of this mixed-methods study was to explore upper elementary teachers’ perceptions of the high-impact tutoring program and its influence on minoritized students’ math proficiency at NJSD. Data were collected from 22 upper elementary teachers through an anonymous survey, including both quantitative and qualitative prompts. The quantitative data show 77% of upper elementary teachers perceive the high-impact tutoring program as having a positive influence on students’ confidence, and 64% perceive it as a positive influence on students’ engagement and interest in math. Through thematic analysis, the following three themes emerged: teachers noted (a) inequitable access to high-impact tutoring opportunities, (b) variability in instructional quality provided by the tutors of the program, and (c) student growth in confidence, participation, and conceptual understanding. Teachers also emphasized the importance of tutor-teacher collaboration to maximize the program’s positive influence. The resulting white paper proposes a framework for equity-focused tutoring practices where tutors and teachers work together to ensure inclusive and accessible math support. The results of this study might contribute to positive social change by making tutoring programs more accessible to all students, including minoritized students, which, in turn, might improve all students’ math proficiency.

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