During the Fall 2025 semester, Hindman Settlement School’s afterschool tutoring programs supported students both in person and online, meeting learners where they were and responding to growing demand for flexible services.
Over the course of 15 weeks, we served nine in-person students and 28 virtual reading students, with each student receiving an average of two hours of reading tutoring per week. Tutoring was delivered by a dedicated team of AmeriCorps service members, DAR volunteers, and hired tutors.
In-person students attended one evening per week, receiving a full, engaging learning experience that included an hour of reading tutoring, 30 minutes of our Equipping Minds enrichment, and a final hour of tutoring. Virtual reading students met with tutors twice per week on different days, allowing for consistent instruction and reinforcement. In addition to reading support, we also offered virtual math tutoring as an add-on service during the semester. All available math tutoring slots were filled, with students receiving one hour of instruction per week.
Because instructional models differ slightly between in-person and virtual programs, student outcomes are summarized separately below.
In-Person Reading Tutoring
Our in-person cohort included both new and returning students. Of the nine students served, five began in Book 1, which focuses on building the phonemic awareness skills necessary for accurate reading and spelling. Students were supported by a strong instructional team of six experienced tutors and three new tutors.
Students demonstrated their greatest growth in foundational reading skills, particularly in phonological processing. On average, students gained 2.3 years in phonological awareness and 2.7 years in phonological memory. Growth in word identification—often a challenge for students with dyslexia—averaged four months. When all assessment areas were considered together, in-person students made an average overall gain of 1.3 years in reading skills during the semester.
Virtual Reading Tutoring
Our virtual reading students were primarily returning participants, with six new students beginning in Book 1. Instruction was provided by 10 experienced tutors, four new tutors, and six DAR volunteer tutors.
Using standardized reading measures, virtual students demonstrated steady and meaningful progress. On average, students gained six months in both word identification and decoding skills, along with five months in reading comprehension. Overall, virtual students made an average growth gain of six months during the semester. Additional assessments will be introduced in Spring 2026 to more fully capture growth in foundational reading skills, particularly for younger learners.
Virtual Math Tutoring
Virtual math tutoring totaled 15 hours of instruction over the semester. Tutors used assessment data and placement tools to tailor instruction to each student’s needs. Based on these measures, students made an average gain of five months in math skills, reflecting consistent progress over a relatively short period of time.
