There is near unanimous, bipartisan agreement that tutoring is among the most promising, evidence-based strategies to help students struggling with learning loss. Decades of rigorous evaluations have consistently found that tutoring programs yield large, positive effects on math and reading achievement, and can even lead to greater social and motivational outcomes.
It isn’t just the research community buzzing about tutoring — it is gaining momentum in policy circles, too. Bob Slavin and colleagues at Johns Hopkins University have put forth a “Tutoring Marshall Plan,” based on a similar idea championed by Sen. Chris Coons that would provide funding for as many as 300,000 college students to be recruited, trained and coached as tutors. Susanna Loeb and colleagues at the Annenberg Institute at Brown University recently launched the National Student Support Accelerator, an ambitious initiative aimed at implementing research-aligned tutoring programs at scale. And Institute of Education Sciences Director Mark Schneider recently co-authored a piece highlighting the growing consensus that tutoring is “the most promising candidate for successful COVID catch-up.”