A 20-week, at-home program connected K–12 learners across school sites with small-group instruction, consistent support, and a clearer view of their progress.
These students did not attend one central campus. The program needed to connect learners, tutors, and families across locations—and make instruction work at home.
The 2024–25 initiative served students placed in private schools by their families. Virtual delivery made it possible to build small groups across school sites without requiring travel or sessions during school hours.
01
Build groups around learning needs.
Grade level, subject, and initial diagnostic information informed groupings. Tutors and program managers refined those groups as they learned more about students’ readiness.
02
Make learning visible.
Initial diagnostics and ongoing mastery checks helped tutors adjust instruction. Students practiced giving correct answers, supporting ELA responses with evidence, and explaining their thinking.
03
Keep families in the conversation.
Program managers coordinated schedules, clarified expectations, shared progress updates, and helped families work through the logistics of online learning.
Instruction included math, ELA, and program-specific executive-functioning support. This case describes that implementation; it does not represent a separate, standard service offering.
Student progress
Look at the learning. Keep the measures in view.
Subject results and foundational reading progress offer different views of this program. They are shown separately because they measure different things.
Relative growth from baseline
Mathematics
Pre- and post-program mastery checks
56.0%
English Language Arts
Pre- and post-program mastery checks
33.5%
These are relative growth scores—not percentage-point gains or state-assessment proficiency rates.
A closer look · Grades K–3
Foundational reading progress.
1month of reading growth per 2.1 tutoring hours
Reported using the program’s reading-growth measure for K–3 participants. This measure is distinct from the mastery growth scores shown alongside it.
Results describe this 2024–25 implementation. They are observational program findings, not a companywide average or a guarantee of the same results elsewhere.
Families described changes in confidence, participation, and independence. Their feedback adds perspective alongside the program’s academic measures.
“
My son is now able to read! Having a patient tutor who was able to find a way to break down how to differentiate letters and sounds so my son could read stories was incredibly valuable.
Sabrina VegaParent · Dolores Mission School
“My son’s Cignition tutor was amazing. She helped him with math tutoring and often even with his specific math homework. He has been thriving in math. I was wary of the remote learning aspect, but it was great. It was extremely convenient and engaged my son.”
Allison Stauth · Parent of a 3rd grade student, St. Mel SchoolMore perspectives from participating families
“I can sense their confidence in reading out loud. They are finding new ways to understand what they've just read. The tutor's method of instruction and ability to hold their attention has been a big part of their success.”
Parent of 7th and 9th grade students
“The difference between the beginning and end of the program is remarkable, both in what she knows and in her confidence. Thank you all so much! We're so grateful for this program.”
Parent of an 8th grade student
“The personalized plan and consistency made all the difference in getting my son where he needs to be. I was skeptical about the online component, but the tutor does a great job of keeping him focused throughout the session.”
Parent of a 6th grade student
“My child has been more willing to learn. His math skills have rapidly increased in this amount of time, and he is a more critical thinker. There's been so much upside in the one-on-one time with the tutor.”
Parent of a 4th grade student
“Both my kids benefited from this program. My son went from an F in 7th grade to an A—, and my daughter will be better prepared for Algebra 2 next year. Thank you so much!”
Parent of 7th and 10th grade students
“There has been such a difference in Adrian’s math skills since the start of this tutoring. He went from needing direct help with math homework daily to completing his math homework independently most days. We hope this program continues.”
Parent of a 7th grade student
“The program helped Lorenzo in many ways and was invaluable to us. Tutors were accommodating with our schedule and engaged in the session.”
Parent of a 5th grade student
“My son was very comfortable with his tutor. The comments at the end were very helpful for us parents because we got to see how our child accomplished whatever activity they worked on for the session. Every week, there seemed to be an improvement.”
Parent of a 9th grade student
What we learned
Access is the start. Coordination keeps it working.
The first year also surfaced practical ways to strengthen future delivery. These lessons belong alongside the outcomes.
Scheduling
Build the groups earlier.
Students came from dozens of schools with different schedules. Earlier matching and clearer session plans can help families prepare.
Instruction
Keep checking the fit.
Tutors and program managers refined groupings over time so instruction continued to reflect student readiness.
Communication
Make expectations clear.
Explain group formats, session routines, and academic pacing before the program begins, then keep the feedback moving both ways.
Understand the evidence
What does a growth score mean?
A clear definition makes the headline more useful. The published data report provides the supporting program results.
The score describes improvement relative to the starting point. Subtract the baseline score from the final score, then divide by the baseline.
86 − 5959
× 100 =45.8%
The program’s reported average moved from 59% at baseline to 86% at the final mastery check: a 27-percentage-point increase, or 45.8% growth relative to baseline.
Subject growth scores
The math and ELA scores use the same relative-growth method. Reading-growth estimates and student survey responses are separate measures and should be interpreted separately.
From evidence to your setting
What would useful support look like for your students?
Start with your students, your school context, and the outcomes your team wants to understand.
