Carnegie Learning High-Impact Tutoring

Carnegie Learning High-Impact Tutoring focuses on high-impact tutoring supported by experienced, certified teachers serving as tutors. The program is part of Carnegie Learning’s broader K–12 education technology, curriculum, and professional learning solutions, which use artificial intelligence, formative assessment, and adaptive learning. Its tutoring approach is connected to curriculum alignment and is based on decades of learning science research at Carnegie Mellon University.

• Schedule: Flexible scheduling

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 the Cognitive Tutor high school math learning technology. The organization states that its mission is to channel research into tools and technology that champion teachers and build lifelong learners, and that its Clear solutions are designed to boost students to grade-level excellence. The tutoring solution is led and supported by staff including Courtney Lewis, VP of Tutoring Services at Carnegie Learning, and Annie S. Mitchell, Content Marketing Specialist at Carnegie Learning, along with partners such as Amber Gascoigne, Director of Expanded Learning at Palm Springs Unified School District, and Angie Covil, Federal Programs/Intervention Coordinator with IEM's charter school network.

Carnegie Learning has received several recognitions, including being awarded Top Work Place, earning perfect scores from EdReports for ClearMath Elementary, and receiving the 2025 EdTech Breakthrough “Language Learning Innovation Award” for its AI-powered ClearTalk. In testimonials about the 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 classroom engagement. Angie Covil emphasizes that kids need to feel safe in order to learn, and Amber Gascoigne notes the importance of valuing what families have going on and finding times that work for their day-to-day schedules. A 3rd grade student, Tess G., shares that at the beginning of the year only the “smart kids” raised their hands, but later most of the kids were raising their hands.

Last updated July 28, 2026.