Substantial new federal funds, such as those from the American Rescue Plan Act (ARPA), are allowing districts to provide students with services such as tutoring that were not financially feasible in the past.
Are these new programs cost-effective enough to merit allocating other funds to sustain them, such as Title I and Title IV funding, after ARPA funding runs out in 2024?
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.
Relationships like that take time to develop. “It is often easier to train a tutor on content than it is to train a tutor on relationship-building and tutoring approach,” Susanna Loeb, director of the Annenberg Institute at Brown University and education professor, tells SmartBrief, noting that content knowledge is more of a factor when working with upper-grade math students or multilingual students.
Most states as well as the federal government have landed on tutoring as a key strategy to address unfinished learning from the pandemic.
Take math, for example. Studies have found that students lost more ground in math during the last school year than any other subject. Students and teachers desperately need support to combat fatigue and accelerate learning. How can schools implement effective math tutoring programs while balancing competing priorities in an ever-changing environment?
Millions of students, including those with disabilities, have experienced interrupted instruction due to school closures and shifts between remote and hybrid learning models. This webisode discussed the role that evidence-based tutoring programs can play within a Multi-Tiered System of Supports (MTSS) to address a range of student needs and accelerate learning for all students and with an emphasis on students with disabilities. Jen Krajewski from ProvenTutoring and Dr.
Requires all DCPS schools to implement high-impact tutoring for students in need, reaching approximately 10% of all students.
Requires an accelerated learning committee to develop an IEP for every student who does not pass pass the STAAR test in grade 3, 5, or 8 in math or reading. Also, requires the assignment of a certified master, exemplary, or recognized teacher or participation in tutoring for any student who does not pass the STAAR test in grades 3–8 or STAAR (EOC) end-of-course assessments. Requirements are to begin in fall 2021 based on spring 2021 test results.
Tutoring must:
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.