This report examines whether the math gains students made through the Air Tutors tutoring program lasted over time. Specifically, the study compares math achievement on statewide assessments in spring 2025 for students in District A (Colorado) and District B (Texas) who received tutoring against similar students who did not.

Overall, the study finds no statistically significant long-term impacts on math achievement across either district or dosage level, suggesting that the short-term gains documented in prior evaluations did not persist over time. The report also explores potential explanations for this fadeout, including tutoring timing, content alignment with statewide assessments, implementation variability, and broader school-level factors.