Case Study
Morris Academy for Collaborative Studies
In spring 2026, Toolkit Tutors partnered with Morris Academy for Collaborative Studies (MACS) to provide targeted daytime ELA and Global History Regents support for students whose exam results stood between them and graduation. Before tutoring, none of the nine students had passed the Regents exam they were preparing to retake. After working with Maya Motayne, six of nine passed. Across the cohort, students also increased their Regents scores by an average of 17.1%.
Results Snapshot
Tutors on This Program
Maya Motayne
ELA + Global History Regents Tutor
Toolkit TutorsProgram Context
The Challenge
MACS entered the 2025–26 school year in its first year after merging with another school. Among the students joining the combined school were seniors who remained behind in both Regents requirements and course credits and needed additional support to graduate.
The school already offered lunch, after-school, and Saturday tutoring, but those models depended on students attending outside their regular schedules. School leadership wanted an additional layer of individualized support that could reliably reach students during the school day.
For the nine students in the ELA and Global History results cohort, the need was especially clear: none had passed the Regents exam they were preparing to retake before tutoring began.
The Approach
Toolkit Tutors placed Maya Motayne at MACS to provide one-on-one and small-group pull-out tutoring during the school day. The model gave students a dedicated space and protected time to work on the ELA and Global History Regents skills they most needed to strengthen.
Maya maintained consistent attendance and communicated regularly with the school team about student progress. That coordination helped leadership track how students were doing while keeping tutoring connected to each student's path toward meeting graduation requirements.
- Spring 2026 semester
- ELA + Global History Regents
- Daytime pull-out tutoring
- One-on-one + small groups
- Individualized Regents support
- Regular school-team communication
The Outcome
Six of the nine students passed the ELA or Global History Regents exam they had been preparing to retake. Before tutoring, zero of the nine had a passing score. Across the full group, students increased their Regents scores by an average of 17.1%.
The academic gains also supported MACS's broader graduation goal. The nine students above represent the ELA and Global History results cohort; Principal Rachel Field Dennis reported that every student on the broader tutoring roster graduated. Assistant Principal Michael Gordon noted that most students passed outright, while others reached the score range needed for MACS to pursue a low-score appeal.
School Feedback
School Feedback
“Being able to pull kids out during the school day—we know that they're there, we know that they're going to attend the sessions—I think has given us the kind of results that we were looking for.”
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