Join this invitation-only gathering of researchers, district, state, and higher education leaders, tutoring providers, and funders to:
Creates a student-based funding formula that includes additional funding for all fourth graders who are not proficient in ELA. This funding is identified in the 2023-24 TISA Guide as 4th grade tutoring totaling over $22M.
As dean of Bowling Green State University’s College of Education in Ohio, Dawn Shinew has watched aspiring teachers struggle to make ends meet.
Often, they can’t afford to work as unpaid student-teachers in schools while paying tuition and the usual costs of living. It’s doubly discouraging, Shinew said, because few will earn a high salary after they graduate and enter the teaching profession.
“We do have students, who, I think, would be interested, really talented, the kinds of people we want to be in classrooms, [for whom] it isn’t a matter of commitment, it’s a practical reality,” Shinew said.
Many districts sought to provide students with high-impact tutoring in response to pandemic-induced learning needs. Some started earlier than others, and we aimed to learn from the experiences of the early adopters to help inform a smoother implementation among those beginning the process later. During the 2021-22 school year, we partnered with school districts, tutoring providers, and quarterback organizations that support implementation across districts to learn from their efforts in implementing tutoring.
To assist schools in delivering a multi-tiered system of support for all students, Tutor.com and its affiliate company, education services giant The Princeton Review®, are launching High-Dosage Tutoring, which will provide small group tutoring in algebra to accelerate student learning. Developed by education experts and based on the Brown University Annenberg Institute's research-based design principles, High-Dosage Tutoring provides a way for students to make rapid, significant learning gains in algebra, and for teachers to track their progress through Tutor.com's award-winning LEO™ platform. "Every student deserves the opportunity to succeed," said White. "With the relational, frequent, curriculum-based High-Dosage Tutoring model, algebra students who had previously struggled will gain the support they need to overcome interrupted learning and pursue ambitious academic and postsecondary goals."
We need your help to provide an open-access Tutor Training Resource Library and develop new tutor training materials!
Would you be interested in making your tutor training publicly accessible through NSSA’s website?
If so, please complete this Tutor Training Resource Library Interest Form. Sharing your training materials is a great way to build awareness of your tutoring program and contribute to the field. You can also indicate interest in setting up a call to discuss this project further through this form.
First, learning gaps compound when they go unaddressed. That means there is limited time to help students not only catch up to grade level, but accelerate beyond. For example, 1 in 6 children who are not reading proficiently in third grade do not graduate from high school on time, a rate four times greater than that for proficient readers. With limited in-classroom time available to help students catch up, evidence of impact should play a key role when districts decide what programs, models and interventions to buy. Many evidence-focused resources can help them guide decision-making, including EdResearch for Recovery and the National Student Support Accelerator.
Developing and staffing the kind of tutoring that research has shown is most effective—often referred to as high quality, or high-impact tutoring—is complex, time-consuming, and expensive. Tutors meet with students at least three times a week, in small groups or one-on-one. Work should be targeted to a specific subject and aligned to high-quality curriculum, and should develop strong tutor-tutee relationships.
“High-impact tutoring is not homework help. They’re not sporadically dropping in,” said Carly Robinson, a senior researcher at Stanford University’s Graduate School of Education who works with the National Student Support Accelerator, a group promoting research-based tutoring programs.