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02/08/2024. Event
As many as 80 percent of school districts and charter school organizations have launched tutoring programs to help students rebound from the pandemic. The challenge now is to scale evidence-based tutoring that gets results and sustain it beyond the fast-approaching deadline to spend federal pandemic-relief funds. To learn more about how districts are doing this, FutureEd Policy Director Liz Cohen will moderate a discussion featuring: Zenovia Crier, principal of Lyndon B. Johnson Elementary School in Odessa, Texas Michael Duffy, president of the Great Oaks Foundation Katie Hooten, executive director of Teach for America’s Ignite tutoring program Susanna Loeb, executive director of the National Student Support Accelerator at Stanford University

03/22/2023. General
This Playbook aims to support HEIs in partnering with school districts to offer high-impact tutoring services. While HEI staff members are the primary audience, state educational officials, school district staff, and school administrators can leverage many of the resources in the Playbook. 

02/20/2023. Tool
Program Design

02/19/2023. Tool
Adapt this document to advocate for your HEI’s support of a high-impact tutoring partnership with a local K-12 district. What is High-Impact Tutoring and how do higher education institutions partner with school districts?

02/19/2023. Tool
The purpose of this guidance is to provide HEIs with ideas for how to recruit university students to serve as tutors. These ideas are curated from current practices shared by HEI tutoring programs in local K-12 districts. Depending on the population of students you intend to recruit, some of these ideas may be more relevant to your context than others. 

02/19/2023. Tool
Recommended Division of Functions Across HEI Departments Aligned to TQIS Quality Standards 

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.

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.”

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.

10/26/2022. 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. 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.

09/16/2022. Article
Pearl's data, research and analysis partners include the Annenberg Institute at Brown University  with a mission to equalize and improve educational opportunities through actionable knowledge, human development and broad engagement and its National Student Support Accelerator (NSSA). Both organizations consulted with ISU and ITI in the planning and development, and establishing success metrics for the statewide tutoring program.

09/07/2022. Article
Research shows that high-impact tutoring can produce learning gains for a variety of students, but which tutoring designs are most effective from a cost and academic perspective? Three school districts across the country will begin data-driven experiments to answer that question and more as part of a research project led by Littera Education. The project, which is funded by a Gates Foundation grant, will use the Littera Tutoring Management System (TMS) in conjunction with assessment and curriculum from Renaissance.

08/16/2022. Article
Evidence suggests that, over time, tutoring in small groups is beneficial, regardless of whether children are in a rural, suburban, or urban environment. In fact, research published in 2021 by Brown University's Annenberg Institute for School Reform showed that consistent tutoring sessions can accelerate learning by two to 10 months.

08/08/2022. Article
Teach For America, the organization I lead, launched a tutoring initiative in fall 2020 following research that shows that high-dose, high-quality tutoring is one of the most effective ways to combat learning loss. One study that looked at the impact of having a well-trained tutor meet three times a week with a group of up to four students found it came close to providing the equivalent of nearly five months of learning. A 2021 meta-analysis from researchers at Brown University concluded tutoring has a more significant effect on student achievement than smaller class sizes, vacation or summer classes and longer school days or years.

07/08/2022. Article
“Our team at the National Student Support Accelerator is thrilled to contribute to this national effort to provide students with the learning experiences that they need to engage in school and to thrive. This effort to expand high-impact tutoring really is the best opportunity we have to meaningfully improve outcomes for students across the nation,” added Susanna Loeb, Director of the National Student Support Accelerator.