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04/02/2024. Article
Those efforts have helped pay dividends for attendance, too. In the second study, released earlier this month, researchers with Stanford University’s National Student Support Accelerator found that students are 7 percent less likely to be absent on days they have scheduled tutoring sessions. The study, conducted over the 2022-23 school year, examined absenteeism rates of 4,478 students in 141 schools in the District of Columbia.
“There are lots of reasons why students are absent. Being disengaged in school is one reason,” said Nancy Waymack, the director of partnerships and policy at the NSSA."Tutoring is one way that students can have one more meaningful relationship in school. Tutoring can be one tool to move the needle in the right direction.”
03/22/2024. Event
Two years have passed since the educational landscape embraced high-dosage tutoring as a pivotal strategy for enhancing K-12 student learning and achievement. This panel revisits the concept with fresh insights, assessing its long-term effects and the evolution of best practices in the wake of continued research and on-the-ground experiences. We'll delve into how high-dosage tutoring has been adapted and scaled across diverse educational settings, the challenges faced, and the successes achieved. Experts will share innovative approaches for integrating tutoring into the curriculum, leveraging technology to enhance accessibility, and evaluating the impact on both academic and socio-emotional student outcomes. Whether you're looking to refine your existing tutoring program or are curious about the latest developments in this dynamic field, this discussion will offer valuable perspectives on supporting student success through targeted instruction. Join us to explore the next chapter of high-dosage tutoring and its role in shaping future educational practices.
Speakers:
Alan Safran, Saga Education
Rahul Kalita, Tutored by Teachers
Susanna Loeb, Stanford University
Alejandro Gibes de Gac, Springboard Collaborative & Paloma
Moderator: Linda Jacobson, The 74
03/12/2024. Article
INCREASING ACCESS TO HIGH-IMPACT TUTORING
Over the past few years, finding consensus around the most effective strategies and interventions to address post-COVID learning recovery has largely been elusive. But there is widespread agreement that high-impact, or high-dosage, tutoring holds tremendous promise.
Ideally, programs include small groups of no more than three to four students. They meet at least three times a week with a professionally trained tutor, during school hours. In addition to the high-quality materials used in the sessions, students benefit from meeting with the same tutor every week.
02/20/2024. Event
Cignition, Inc. is proud to partner with educational leaders across the country to offer insight into effective high-impact tutoring implementation. In this edLeader Panel, attendees will hear from decision makers at the district and state levels on why they believe high-impact tutoring is so invaluable for academic intervention. They’ll also:
Learn how to integrate tutoring sessions into existing school schedules
Understand strategies for selecting students to participate in tutoring
Hear how differentiated instruction is the key to results that teachers and parents hope for
Review funding sources for high-impact tutoring
12/07/2023. Article
Transformative change in education often begins with a powerful story. Increasingly, high-impact tutoring is that story, where students find both significant academic success and personal confidence in their abilities. Rhyne Richards—a 6th-grade student in Washington, DC.—met several times each week with a tutor, Ms. Burns, to overcome math challenges. Rhyne’s journey speaks volumes. “I get distracted a lot [in class],” Rhyne admitted. “But when I’m with Ms. Burns, I learn a lot; a lot more than I knew last year.” It’s a testament to the remarkable impact of intensive, one-on-one tutoring. “I’m proud of myself,” Rhyne continued. “Before, I didn’t really know math like I do now. But now I can do it myself. I want to be the smartest person in the world.” Rhyne’s regained confidence in math and optimism for the future epitomize the profound evidence for and influence of intensive, relationship-based, individualized instruction—it is a narrative we must tirelessly work to replicate and scale.
10/31/2023. Article
Intensive, high-dose tutoring can boost early reading skills, even in a virtual format, according to a new experimental study.
Researchers from the National Student Support Accelerator at Stanford University tracked the reading progress of about 2,000 K-2 students in a dozen Texas charter schools. Half of the students were randomly assigned to attend class normally, while half received intensive remote tutoring for part of the school day, in small groups, through the nonprofit group OnYourMark, which serves K-2 students in seven states.
09/27/2023. Article
According to the U.S. Department of Education’s research arm, high-dose tutoring is the most effective—though often the most expensive.
The National Student Support Accelerator, a Stanford University center that studies effective tutoring, finds that effective high-dose tutoring programs require:
Tutoring integrated into the school day to increase tutor-teacher coordination and avoid transportation or time problems for students.
Targeting students based on academic need rather than requiring parents to opt into services.
Budgeting services for at least three to five days a week for extended periods of time.
Differentiated tutoring based on particular student needs and skills.
Data-gathering and progress-monitoring, particularly when schools work with outside tutoring providers.
09/27/2023. Article
With research showing that far fewer students took advantage of online tutoring than districts expected, the outcomes-based model is one way to ensure districts use public funds wisely. “In education, we can pay for things a long time before we realize no children are participating in it,” Miller said.
07/12/2023. General
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.
04/24/2023. Event
Join this invitation-only gathering of researchers, district, state, and higher education leaders, tutoring providers, and funders to:
Learn about implications of recent research findings and innovative and sustainable practices in tutoring;
Explore successful state and district strategies for scaling and sustainability; and
Make connections with education leaders in the field.
04/04/2023. Article
A two-year grant of $1,000,000 to the National Student Support Accelerator (NSSA), a program devoted to translating research on how tutoring can benefit students into action. This grant will strengthen the high-impact tutoring ecosystem by supporting NSSA in disseminating research on what makes tutoring programs effective to state and local education agencies, ensuring that evidence-based tutoring reaches the students who need it most.
03/27/2023. Article
With “proper supports, such as good materials and coaching, they can be excellent tutors,” said Stanford professor Susanna Loeb, who founded the National Student Support Accelerator to expand access to high-quality tutoring.
03/23/2023. General
The content and design of this Resource Library draws on insights from interviews with tutoring program directors, teachers, math directors, STEM directors and other math leaders, as well as from a literature review of peer-reviewed journal articles on math teaching, tutoring, and equitable teaching practices.
The goal of this guide is to provide resources to help tutoring programs provide effective math tutoring for students in need.
03/20/2023. Article
Are you a college or university leader looking to improve opportunities for your students?
Or maybe you are a district leader looking to partner with a college or university to provide tutoring for your students?
The National Student Support Accelerator’s High Impact Tutoring: Higher Education Institution Playbook supports higher education institutions in partnering with school districts to offer high-impact tutoring services.
03/15/2023. Article
“These results are big,” said Susanna Loeb, a Stanford professor of education who was a member of the research team and heads the National Student Support Accelerator, a Stanford research organization that studies tutoring and released this study in February 2023. “What’s so exciting about this study is it shows that you can get a lot of the benefits of high impact tutoring – relationship-based, individualized instruction with really strong instructional materials – at a cost that is doable for most districts in the long run.”
02/03/2023. General
In this brief, we present results from a randomized controlled trial of an early elementary reading tutoring program that has been designed to be affordable at scale. During the 2021-22 school year, over eight hundred kindergarten students in a large Southeastern school district were randomly assigned to receive supplementary tutoring with the Chapter One program. The program embeds part-time tutors into the classroom to provide short bursts of instruction to individual students each week over the course of the school year. The consistent presence of the tutors allows them to build strong relationships with students and meet students’ individual needs at the moment they might most benefit from personalized instruction.
12/15/2022. Article
“Online tutoring doesn’t have to mean after-school tutoring; it doesn’t have to mean opt-in tutoring,” said Susanna Loeb, the director of the Annenberg Institute at Brown University, which has produced research on effective tutoring practices. “It really can be very similar [to in-person tutoring].”
05/06/2021. Article
The National Student Success Accelerator’s mission is to expand high-impact tutoring opportunities for all K-12 students in need. The NSSA is a research-based field-building organization that seeks to drive scaling and continual improvement in the quality of tutoring.
The NSSA began with a group of educators convening around the issue of COVID-19 learning loss and the potential of tutoring as a solution. We are currently seeking to hire our founding Executive Director to further lead the organization through its initial organizational development and launching its initial set of programs and services.
04/23/2021. Article
Done well, high-impact tutoring can help individual students accelerate their learning and increase their engagement with school, said Susanna Loeb, director of the Annenberg Institute at Brown University and a panelist. But designed poorly, tutoring can be ineffective, she said.
As momentum grows to build high-quality tutoring opportunities into the school day, and as more federal stimulus funding for student learning becomes available, districts should consider tutoring initiatives, Loeb said. “This may be the best opportunity we'll have to get this proven intervention built into schools for the long run, to provide all students in need with the high-impact tutoring to supplement their classroom work,” she said.
04/22/2021. Article
High-Impact tutoring — i.e., tutoring delivered three or more times a week by consistent, trained tutors using quality materials and data to inform instruction — is one of the most effective academic interventions, providing an average of more than four months of additional learning in elementary literacy and almost 10 months in high school math, according to research from the Annenberg Institute at Brown University (learn more here). The National Student Support Accelerator offers open-source Accelerator tools and resources to help ensure more equitable access to quality tutoring. These research-backed tools and supports are easy to use and downloadable, and are designed to make structuring, implementing and scaling high-quality, high-impact tutoring programs as straightforward as possible.
03/18/2021. Article
A new policy brief examines the research evidence behind tutoring and what design principles for tutoring have shown to be important for boosting student achievement. The report is titled Accelerating Student Learning with High-Dosage Tutoring. It’s coauthored by Dr. Carly Robinson, Dr. Matthew Kraft and Dr. Susanna Loeb of the Annenberg Institute at Brown University, as well as Dr. Beth Schueler of the School of Education and Human Development at the University of Virginia.