This study evaluates the impact of the Stamford Public Schools high-dosage tutoring model on middle school students' math performance. Developed in collaboration with the Great Oaks (GO) Foundation and based on the Annenberg Institute Research design principles, the program was implemented at two middle schools in Stamford. Key principles of the program include frequency, group size, personnel, focus, measurement, relationships, curriculum, scheduling, delivery mode, and prioritization. Students received math tutoring three to five times per week, totaling at least 90 minutes, in small group settings with a maximum 4:1 student-to-tutor ratio, using the Reveal Math Curriculum and i-Ready assessments to monitor progress.

Methodology involved a comprehensive selection process based on i-Ready Diagnostic results, Smarter Balanced Assessment scores, and math course grades. Tutors underwent extensive professional development workshops focusing on effective routines, learning expectations, collaboration, and reflection. The program's fidelity was maintained through observation, feedback, data collection, and communication tools. Emphasis was placed on small-group collaborative learning and personalized instruction.

Results showed a significant improvement in math skills among students participating in the program. The use of the i-Ready Assessment provided detailed data on students' mathematical proficiency, enabling tutors to tailor instruction to each student's needs. The collaborative and personalized approach fostered academic growth and confidence.

The Stamford Public Schools high-dosage tutoring model, through its structured and targeted approach, significantly enhanced math performance among middle school students. The findings highlight the importance of personalized and collaborative learning environments in fostering academic success. Future studies should explore the long-term impacts of such tutoring models on student achievement.

Keywords: High-dosage tutoring, math education, personalized instruction, collaborative learning, academic achievement.