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02/19/2023. Tool
The purpose of this guidance is to provide HEI partners with ideas for how to engage K-12 students more broadly with the HEI community. This list is curated from practices shared by current HEI tutoring programs in local K-12 districts. Depending on the design of your program and your HEI campus, some of these ideas may be more relevant to your context than others.
02/19/2023. Tool
Once the partnership between the HEI and K-12 schools is established, regular meetings between the HEI and K-12 schools ensure that the partnership remains healthy and improves over time.
02/19/2023. Tool
The purpose of this guidance is to provide HEIs seeking opportunities to partner with a school district with information about how to identify districts interested in and/or already offering tutoring services.
02/19/2023. Tool
Use these ten multiple-choice questions to design your tutoring program’s Model Dimensions. Model Dimensions are the specific design choices a new tutoring program makes at the outset. Each choice you make should have a clear rationale supported by your Landscape Analysis and be made in consultation with your school district partner and internal task force/team.
02/19/2023. Tool
This document outlines costs and funding sources needed to develop and/or grow a tutoring partnership between your HEI and a local K-12 school district. The amount and type of funding needed will be based on the model of your tutoring program. Use this cost calculator and HEI-specific budgeting template to understand your projected costs.
02/16/2023. General
The evidence is clear that tutoring can help students learn. Researchers have studied many tutoring programs and, over and over, have found strong benefits for students. In fact, we know of few other options for helping individual students catch up to grade level. Tutoring is the best known approach for acceleration and it can simultaneously improve student well-being and engagement in school. However “tutoring” can bring to mind many different types of educational support, and tutoring programs can vary both in their characteristics and in their effectiveness.
02/15/2023. Article
At the conclusion of the first year of a four-year longitudinal study, researchers at Stanford University’s Annenberg Institute National Student Support Accelerator found that 68% of students who participated in 1:1 high impact tutoring from Chapter One met or exceeded end-of-year early literacy benchmarks, compared to 32% of students in the control group. Chapter One high impact tutoring is an ESSA (Every Student Succeeds Act) Tier 1 evidence-based intervention.
02/12/2023. Tool
The program profiles below provide a few examples of the variety of ways in which a HEI - District tutoring partnership can be designed and implemented.
Additional program profiles may be found in Saga's Leveraging the Federal Work-Study Program for P-12 Tutoring.
If you would like to suggest a program to be profiled, please email info@studentsupportaccelerator.org.
02/09/2023. Article
The latest installment also provided a detailed look at schools’ efforts to implement high-dosage tutoring, which Stanford University researcher Susanna Loeb called the “best approach that we know for accelerating students’ learning” because it offers students help from “an adult who knows them, cares about them and has the tools to address their needs.”
She has been tracking the implementation of large-scale tutoring efforts across the country as part of the National Student Support Accelerator and called the survey results “the most comprehensive information out there” on how schools are addressing learning loss.
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.
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.”
01/07/2023. Article
Susanna Loeb is named to the 2023 RHSU Edu-Scholar Public Influence Rankings.
The metrics recognize university-based scholars in the U.S. who are doing the most to influence educational policy and practice. The rubric reflects both a scholar's larger body of work and their impact on the public discourse last year.
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].”
12/09/2022. Event
Join this webinar to better understand what drives effective tutoring and the recent research about On-Demand Tutoring from Carly Robinson, Postdoctoral Research Associate at the Annenberg Institute at Brown University.
Dr. Robinson will be joined by LaMarlon J. Wilson, Executive Director of Instruction, Professional Development & Technology of the Mississippi Achievement School District, and Susanne Cramer, Executive Director of School Improvement of Omaha Public Schools to share the practical implications for successful implementation of tutoring in their districts.
12/09/2022. Research Study
12/09/2022. Research Study
Tutoring—defined here as one-on-one or small-group instructional programming by teachers, paraprofessionals, volunteers, or parents—is one of the most versatile and potentially transformative educational tools in use today. Within the past decade, dozens of preK-12 tutoring experiments have been conducted, varying widely in their approach, context, and cost. Our study represents the first systematic review and meta-analysis of these and earlier studies.
10/29/2022. Article
Tutoring is one of the most popular strategies for helping students catch up in the wake of the pandemic. But cost, staffing, and scheduling challenges often make it hard for schools to get these programs off the ground.
A sweeping $10 million research effort announced Thursday aims to tackle that problem by studying 31 different tutoring initiatives across the country this school year. The goal is to answer some of the biggest open questions about how schools can put successful tutoring programs in place for more students — and then figure out if they worked.
10/28/2022. Article
In a recent study, we report on the implementation of opt-in, on-demand tutoring in partnership with the Aspire Public Schools (a charter management organization, or CMO) in California. The CMO provided 7,000 middle and high school students with free, unlimited access to one-on-one chat-based tutoring during the spring 2021 semester. Students accessed the program from a mobile device and could request help from an available tutor in any core subject. The topic of each tutoring session was usually driven by student questions and the interaction between tutors and students were chat-based with help from a virtual whiteboard to facilitate joint work.
10/28/2022. Legislation
Requires The Iowa Department of Education to form a learning recovery task force to evaluate the degree of learning loss experienced by students due to the Covid-19 pandemic. The task force is expected to study, identify, and recommend remedial measures, of which specialized, individualized tutoring is outlined as an option. The bill outlines requirements for the make-up of the task force which includes: demographics, educator types, and other stakeholders.
10/28/2022. Legislation
Provides free online tutoring for K-12 students in South Dakota in English, math, science and social studies. Sessions are taught by university students in the School of Education at Northern State University or Black Hills State University.
10/28/2022. Legislation
Provides families in South Dakota with an educational savings account (ESA). The bill requires The Department of Education to create a savings account for students who withdrew from public schools and currently attend a non-public school. Public funds are deposited into SEAs and are used to aid students in receiving various educational resources, most relevant is private tutoring.
10/28/2022. Legislation
Creates a Math Tutoring Corps in partnership with OK colleges and universities to address middle and high school student learning disruption. Specifically, Algebra I tutoring for up to 1,500 grade 7-12 students per year is included. The program will include up to 500 current college and university students annually as tutors. The student-to-tutor ratio will be no more than 3:1. Tutors will be supervised and coached by up to 50 college and university mathematics faculty per year.
10/28/2022. Legislation
Provides Idaho caregivers with children in grades K-12 with educational grants of up to $1,000 per student, per year, and up to $3,000 per household. Grants are funded through the $50 million “Empowering Parents Grants” program, an initiative to address pandemic-related learning loss and part of Gov. Brad Little’s “Leading Idaho” initiative. The grant program supports families in acquiring a wide range of education-related expenses, some of which include technology, textbooks, tutoring and therapy services, etc.
10/28/2022. Legislation
Funds $47 million in emergency assistance to address the disruptions and challenges caused by the COVID-19 pandemic. This includes a $1.3 million allocation for the teacher pipeline of which $789,730 goes towards the expansion of the Georgia Math & Reading Corps program in Southwest Georgia. The emergency assistance fund allows colleges and universities across Georgia to recruit college students to serve as tutors, specifically in rural districts.
10/28/2022. Legislation
Required K-3 students who received a failing grade in a subject to receive tutoring during the first nine weeks of school. The bill also required additional accelerated instruction for students who continue to receive failing grades in any subject for subsequent grading periods. Schools would have been required to form a committee for each student requiring instruction. The committee would have been responsible for developing an educational plan for the student that would provide accelerated instruction over the course of the semester.
10/26/2022. Article
Jack Goodwin was already struggling with math in middle school when the COVID-19 pandemic hit, upending his education even more. His mom, Shelly, knew he needed extra help to catch up.
But Shelly Goodwin couldn’t find a tutor in their small town of Paris, about four hours south of Chicago.
“I would ask the teachers, ‘Do you know anybody that tutors or can you tutor?’,” Shelly Goodwin said. “They would try to meet with [Jack] after school but they had five or six kids after school and they would say, ‘We don’t really know anyone that tutors around here.’”
10/15/2022. Article
With reading and math scores plummeting during the pandemic, educators and parents are now turning their attention to how kids can catch up. In the following Q&A, Susanna Loeb, an education economist at Brown University, shines a light on the best ways to use tutoring to help students get back on track.
10/03/2022. Article
Sonnemann said Australia should look to the US in expanding research in tutoring, pointing to Brown University using targeted studies with government districts to examine the roll-out of small-group tuition programs and how well they help students catch up.
She said given the size of NSW’s COVID-19 tutoring initiative, it was vital parents and schools know how well it was working and governments should consider rolling out long-term, systematic catch-up tuition.
10/03/2022. General
High-Impact tutoring – one-to-one or small group instruction in which a human tutor supports students in an academic subject area – has emerged as the primary strategy for addressing Covid19-induced learning interruptions. As tutoring expands nationally, what can we learn from existing research to inform effective planning and implementation?
09/26/2022. Article
The Education Week Spotlight on Tutoring is a collection of articles hand-picked by our editors for their insights on the advantages of tutoring as an academic recovery tool, how districts can expand access to tutoring, long-term investments in tutoring, initiatives that provide support to tutoring programs, tutoring strategies that combat learning loss, and more.