About
Carnegie Learning High-Impact Tutoring is part of Carnegie Learning’s K–12 education technology, curriculum, and professional learning solutions. The program uses experienced, certified teachers as tutors and is based on decades of learning science research from Carnegie Mellon University. High-impact tutoring in this program is described as taking place in small group or one-on-one settings, ideally 1:1 or in groups of 3–4 students, with alignment to classroom curriculum and ongoing assessment and feedback.
• Ages: 5–18 years old
Carnegie Learning was founded in 1998 in Pittsburgh by cognitive and computer scientists from Carnegie Mellon University working with math educators from Pittsburgh Public Schools to launch a high school math learning technology called Cognitive Tutor. For more than 25 years, the organization has used its research to create tools and technology for schools, including solutions that use artificial intelligence, formative assessment, and adaptive learning. The company’s ClearMath Elementary program received perfect, all-green scores from EdReports.org in Focus and Coherence, Rigor and Mathematical Practices, and Teacher and Student Supports, and it has been recognized as a Top Work Place for nine years in a row. Carnegie Learning’s AI-powered ClearTalk received the “Language Learning Innovation Award” in the 2025 EdTech Breakthrough Awards Program.
The organization states that its Clear solutions are intended to boost all students to grade-level excellence and that it believes quality education is important for all students. It also states that learning involves deep conceptual understanding, that all students can learn more deeply when teachers believe in them and involve them, and that all educators can teach effectively with proper resources and support to build collaborative learning cultures.
According to the program, effective tutoring includes frequent formative assessments to track student growth and adjust instruction in real time, and virtual tutoring can be as effective as in-person sessions when programs are thoughtfully designed. Palm Springs Unified School District has used Carnegie Learning tutoring in Saturday sessions and on-demand tutoring for grades 6–12, and the program describes offering curriculum alignment and flexible scheduling to districts that want to accelerate student learning.
Courtney Lewis serves as VP of Tutoring Services at Carnegie Learning. Other leaders connected to the program and its implementation include Amber Gascoigne, Director of Expanded Learning at Palm Springs Unified School District; Angie Covil, Federal Programs/Intervention Coordinator with IEM’s charter school network; and Annie S. Mitchell, APR, Content Marketing Specialist at Carnegie Learning.
In describing the program, Courtney Lewis says, “It’s not just about having tutoring. It’s about having the right kind of tutoring.” Amber Gascoigne reports that many parents have told her their children “fell in love with their tutor” and that teachers have noticed changes in students’ confidence and ability to engage with classroom content. Angie Covil notes that “kids have to feel safe in order to learn” and emphasizes that program evaluation requires “actionable, measurable data,” not just positive feedback from families. Gascoigne also says, “We want to value what families have going on. Find a time that better works for your day-to-day schedules, and then we can support you with that.” A third grade student, Tess G., shares that at the beginning of the year only “the smart kids who knew the answers” raised their hands, but later “most of the kids are raising their hands.”
Last updated March 18, 2026.
• Ages: 5–18 years old
Carnegie Learning was founded in 1998 in Pittsburgh by cognitive and computer scientists from Carnegie Mellon University working with math educators from Pittsburgh Public Schools to launch a high school math learning technology called Cognitive Tutor. For more than 25 years, the organization has used its research to create tools and technology for schools, including solutions that use artificial intelligence, formative assessment, and adaptive learning. The company’s ClearMath Elementary program received perfect, all-green scores from EdReports.org in Focus and Coherence, Rigor and Mathematical Practices, and Teacher and Student Supports, and it has been recognized as a Top Work Place for nine years in a row. Carnegie Learning’s AI-powered ClearTalk received the “Language Learning Innovation Award” in the 2025 EdTech Breakthrough Awards Program.
The organization states that its Clear solutions are intended to boost all students to grade-level excellence and that it believes quality education is important for all students. It also states that learning involves deep conceptual understanding, that all students can learn more deeply when teachers believe in them and involve them, and that all educators can teach effectively with proper resources and support to build collaborative learning cultures.
According to the program, effective tutoring includes frequent formative assessments to track student growth and adjust instruction in real time, and virtual tutoring can be as effective as in-person sessions when programs are thoughtfully designed. Palm Springs Unified School District has used Carnegie Learning tutoring in Saturday sessions and on-demand tutoring for grades 6–12, and the program describes offering curriculum alignment and flexible scheduling to districts that want to accelerate student learning.
Courtney Lewis serves as VP of Tutoring Services at Carnegie Learning. Other leaders connected to the program and its implementation include Amber Gascoigne, Director of Expanded Learning at Palm Springs Unified School District; Angie Covil, Federal Programs/Intervention Coordinator with IEM’s charter school network; and Annie S. Mitchell, APR, Content Marketing Specialist at Carnegie Learning.
In describing the program, Courtney Lewis says, “It’s not just about having tutoring. It’s about having the right kind of tutoring.” Amber Gascoigne reports that many parents have told her their children “fell in love with their tutor” and that teachers have noticed changes in students’ confidence and ability to engage with classroom content. Angie Covil notes that “kids have to feel safe in order to learn” and emphasizes that program evaluation requires “actionable, measurable data,” not just positive feedback from families. Gascoigne also says, “We want to value what families have going on. Find a time that better works for your day-to-day schedules, and then we can support you with that.” A third grade student, Tess G., shares that at the beginning of the year only “the smart kids who knew the answers” raised their hands, but later “most of the kids are raising their hands.”
Last updated March 18, 2026.
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