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01/24/2023. Article
Rebuilding students’ self-esteem requires ongoing support from the same tutor, said Susanna Loeb, an education researcher at Stanford University. Those relationships, she said, allow students to take risks and work until they understand the material.
In the year since Cardona’s address, she said she’s seen real improvement in some district’s ability “to actually pull off harder, more intensive support for students.”
That’s partly due to her previous work at Brown University on the National Student Support Accelerator. The center summarizes important research about high-dosage tutoring — likely the inspiration, Loeb said, for Cardona’s prescription for “30 minutes per day, three days a week, with a well-trained tutor.”
07/05/2022. Legislation
Includes a plan to set aside $75 million which would fund the Close the Gap program. The Close the Gap program provides $1500 to Missouri families to fund educational expenses. The $1500 grant funds can be used to gain access to tutoring, extended school day educational programs, and tuition for learning centers. The bill was revived after its former bill, 3014, was struck down due to the lack of detail on how the program would be implemented. The bill has been approved by Missouri’s governor and delivered to the Secretary of State.
07/05/2022. Legislation
Provides $60M in state and federal funding to expand access to summer learning programs and recreational activities. Out of the $60M, $2M will be used to fund early literacy tutoring grants for summer 2022 and for the 2022-2023 school year.
06/14/2022. Article
Yes! We have much work to do to ensure high-impact tutoring is embedded in schools for all students for the long term, but we see places where it is happening. Here are three examples of high-impact tutoring programs that have been serving students for over a decade before the pandemic and continue to grow.
06/13/2022. Article
Last week, the Campaign for Grade-Level Reading held a national conversation about high-dosage tutoring, an evidence-based intervention for learning loss. On the panel — along with leaders from national organizations like ExcelinEd and The Education Trust — was John-Paul Smith, the executive director of the NC Education Corps, talking about state strategies to advance equitable learning recovery.
06/06/2022. Legislation
Awarded $14M in grants to Ohio colleges and universities planning to create or expand mathematics and literacy tutoring programs for Ohio’s K-12 students in one-on-one or small-group settings.The grant is funded by The Ohio Department of Education and Ohio Department of Higher Education and was created in response to the learning disruptions that resulted from the pandemic.
06/06/2022. Legislation
Provides $1,000 tutoring scholarships for students negatively impacted by the pandemic. Funded through $2.3 million from the Governor's Emergency Education Relief Fund, the scholarships can be used for tutoring by certified New Hampshire educators, as well as special education therapies and services provided by certified New Hampshire special education teachers or licensed therapists.
06/06/2022. Legislation
Provides $150M in grant funds available to eligible districts for high-impact tutoring and other learning acceleration strategies. Districts must submit a plan to determine eligibility. Funds will be distributed to eligible districts based on the total number of students in that district who are below proficient in math or reading.
06/06/2022. Legislation
Commits up to $15M in federal emergency funding to pay for tutoring for children who are struggling in math and reading. The initiative is funded in response to the learning loss that resulted from the pandemic and pre-existing disparities, particularly in the area of literacy. The state is still developing eligibility criteria but intends to use state test scores as an indicator of needs. Information regarding applications for tutoring organizations, a plan to disburse funds, and identify students for the program are still under development.
06/06/2022. Legislation
Requires all students in a school assigned a letter grade of D or F to have access to tutoring. Tutoring can be provided by the school directly or the parent can choose from approved providers. Requirements include not more than 104 hours per student, group size of no more than five and provided by certified teachers or paraprofessionals.
05/31/2022. Article
Three local universities were awarded federally supported grants totaling more than $1.5 million to start or expand “high-dosage” tutoring programs for local K-12 students in one-on-one or small group settings, according to the Ohio Department of Education.
The department said “high-dosage” tutoring is defined by the Annenberg Institute at Brown University as more than three days per week or at a rate of at least 50 hours over 36 weeks.
04/27/2022. Article
The US government has directed millions of dollars to K–12 education with the specific goal of getting students back on grade level after the instructional time lost during the pandemic. High-impact tutoring would be an effective use of that money.
04/18/2022. Legislation
Encourages districts to include tutoring in the implementation of a new Multi-Layered System of Supports (MLSS) to ensure it’s integrated into districts’ larger acceleration strategies. New Mexico has received a total of $1.5 billion in pandemic-relief education funding and the state must set aside $176 million of that money to address unfinished learning. The state has committed $22 million dollars to support districts in the development of targeted, intensive tutoring programs and an additional $40 million to a teacher- pipeline program that will provide tutors in participating districts.
04/18/2022. Legislation
Provides Michigan families with up to $1500 in Learning Loss Grants to be used on tutoring, summer courses, and certain educational supplies. Low-income students and families who have been most affected by school closures during the Covid-19 pandemic will be prioritized.
04/18/2022. Legislation
Supports Local Education Agencies (LEAs) with federal funding to address COVID-19 pandemic learning loss, opportunity and achievement gaps, and need of targeted support for historically underserved students and communities. Initiative is centered around seven “high-leverage strategies” and LEAs must select two strategies–based on their needs that they will implement utilizing the grant award. One of the high-leverage strategies includes “High-Quality School Day Tutoring.” LEAs can use grant funds to implement and improve high-quality tutoring at their sites.
01/31/2022. Article
Research shows that tutoring, particularly high dosage tutoring where students receive multiple 30- to 60-minute sessions per week, is effective in helping students who have fallen behind, according to a report from the Annenberg Institute at Brown University.
12/10/2021. Article
“Many educators are understandably exhausted from these past 18 months of school disruptions,” said Susanna Loeb, director of the Annenberg Institute at Brown University. “Implementing a new program — no matter how much funding is available for it or how much research supports its effectiveness — takes effort.”
12/01/2021. Article
High-dosage/low ratio tutoring has “consistently proven to accelerate achievement as quickly as possible” for all students regardless of their demographics, age, or whether they are from rural, suburban or urban areas, said Penny Schwinn, the state’s education commissioner.
Indeed, research shows that tutoring programs that serve children in small groups with regular, frequent sessions can increase learning by up to 10 months, according to a synthesis of research by Brown University’s Annenberg Institute for School Reform.
10/27/2021. Legislation
Creates TN Accelerating Literacy and Learning Corps, a matching grant opportunity to empower districts to implement or strengthen tutoring supports for students in low ratios and at a high dosage, with TN ALL Corps tutoring occurring for small groups of students in 30–45-minute sessions, two to three times per week. For every student tutored, the department will provide $700 per student per year, while a district contributes $800 per year per student. This amount covers at least 15% of district students in 1st – 8th grades in year one.
10/27/2021. Legislation
Provides $30,000,000 for high-impact tutoring statewide.
10/27/2021. Legislation
Provides high-quality, open access math and literacy tutoring lessons aligned with state standards. Lessons focus on acceleration rather than remediation. The Louisiana Department of Education (LDOE) is allocating $1 million in seed money to begin the initiative.
10/27/2021. Legislation
Includes funding for the California for All College Corps which provides undergraduate students at 46 colleges and universities across California the opportunity to earn $10,000 for committing to one year of service focused on three key issue areas for the state: K-12 education (tutoring and mentoring), climate action and food insecurity. Plans are for 3,250 students to be deployed in the 2022-23 school year with approximately 50% being tutors or mentors.
09/27/2021. Article
We are excited to announce that we are now accepting applications for our Equitable Education Recovery Initiative. This initiative will provide each of 24 organizations a $200K unrestricted Catalyze Investment grant along with New Profit cohort-based capacity-building support and participation in a peer learning community—all over the course of three years. We are looking for community-based organizations providing ELA/math tutoring, whole child supports, and/or postsecondary advising to K-12 students in one or more of the following geographies: Denver Metro, Memphis/Nashville, and/or any part of California’s Central Valley from Fresno to Sacramento, plus Oakland.
08/18/2021. Organization
Tutor Matching Service is the tutor management platform from Study Edge, a learning science company committed to improving the entire education continuum, from K-12 to college and beyond. For K-12 students specifically, one-on-one tutoring has been shown to have a significant impact on overall student performance.
08/12/2021. Article
Nearly $2 billion in federal pandemic aid is landing in the bank accounts of Dallas-area schools to help students recover from the pandemic.
The money — which state leaders announced this spring would flow to Texas schools — has a few strings attached. Districts must spend it on addressing student needs.
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07/29/2021. Tool
Overview: Why are continuous improvement systems critical to sustainability?
All tutoring programs and especially new tutoring programs need improvement. Continuous improvement systems allow you to gather, act on and share the information needed to reach and exceed program goals and inform and build support from stakeholders.
07/29/2021. Tool
Overview: How do you identify causes and solutions to poor enrollment or attendance?
This section offers solutions to common challenges concerning student enrollment and attendance. Use the recommendations proactively to establish systems early: enrollment and attendance are non-negotiable necessities for a tutoring program to succeed, and they do not happen automatically.
07/29/2021. Tool
What is a District Landscape Analysis?
A Landscape Analysis outlines the strengths, resources, and needs of a particular school district. It provides a framework for designing a service and ensuring that it is embedded directly in the needs of the district.
07/28/2021. Tool
Overview: How can districts and schools work together to schedule tutoring into the school day?
Once you have identified the schools where tutoring will happen and selected the students who will receive it, you are ready to tackle the logistical challenge of scheduling when and where your program’s tutoring sessions will take place.
07/28/2021. Tool
Overview: Why should you create guidance for which students receive tutoring?
All students can benefit from high-impact tutoring, but you will probably need to prioritize which students receive this tutoring, at least in the short-run. Once you have chosen a focus area (subject and grade level) and identified partner schools for your program, the next step is to select which students at each school will receive tutoring. The district should create overall guidelines for schools to make these decisions.