School Administrator

Outcomes-Based Contracting for Tutoring: Insights and Recommendations

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Contracting relationships between public school districts and vendors are a common feature of education provision in the United States. Contracted services in schools can range from broad, essential functions such as school meals, bussing, and janitorial services to more specialized services such as the analysis of student data, curriculum mapping, and professional development for staff members. The strength of these contracting relationships depends on vendors providing consistent services and on payment between vendors and districts. Providers are paid with public funds, and communities may expect clear oversight of contracts and transparency about their effects on valued outcomes. Transparency also can help districts make decisions about whether or not to continue contracts with providers.

Successfully Integrating High-Impact Tutoring Into an MTSS Framework

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

Mathematics Interventions for Students

The following list serves as a compilation of potential resources.  CDE strongly recommends that school districts conduct thorough vetting to ensure alignment with local guidelines for instructional materials. By school districts ensuring customized interventions for their distinct needs and standards, they can establish a resilient foundation for academic success in mathematics.

High-impact tutoring offers personalized attention, targeting individual learning gaps.

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WEBINAR: Scaling and Sustaining High-Quality Tutoring

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

Many schools want to keep tutoring going when COVID money is gone. How will they pay for it?

Forty states have spent money on tutoring since the pandemic began, according to a recent review conducted by the National Student Support Accelerator, a Stanford University program that researches tutoring.

That’s added up to a huge investment. Last year, the nonprofit Council of Chief State School Officers, which represents state education department heads, estimated that states would spend $700 million of their federal COVID relief dollars to expand tutoring efforts. And local school districts are expected to spend more than $3 billion of their own COVID aid on tutoring, according to an estimate from the Georgetown University think tank FutureEd, based on data compiled by the company Burbio.

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Can short daily tutoring sessions help CMS kids read? Researchers are watching

Once CEO Matt Pasternack, a former teacher who moved into education technology, acknowledges that’s expensive and labor-intensive. He estimates CMS would have spent $200,000 for this year’s pilot, which involves 400 children. But Stanford’s National Student Support Accelerator, which specializes in research into tutoring, has a grant from Accelerate to cover this year’s costs for participating schools in CMS, Nashville and South Bend, Indiana.

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Short ‘Bursts’ of Tutoring Can Boost Reading Skills

Students who participated in Chapter One—a nonprofit tutoring program that serves elementary children in the United States, Canada, and the United Kingdom—in their first two grades had higher oral-reading fluency and better performance on district reading tests than untutored students, finds a study released this month by the National Student Support Accelerator, which studies ways to scale up effective models for high-intensity tutoring.
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Learning Curve: Lessons from the Tutoring Revolution in Public Education

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How often does it happen that a national policy priority, robust research, and the aspirations of classroom teachers converge? On an issue with bipartisan support, no less? Not very often.

But tutoring is an exception. As many as 80 percent of school districts and charter school organizations have launched tutoring programs to help students rebound from the pandemic.

Scaling-Up High-Dosage Tutoring Is Crucial to Students’ Academic Success

High-dosage tutoring, sometimes called “high-impact” or “high-intensity” tutoring, is one of the few school-based interventions with demonstrated significant positive effects on math and reading achievement. Yet high-dosage tutoring is a very specific form of tutoring that must meet specific criteria:

  • One-on-one or small-group sessions with no more than four students per tutor
  • Use of high-quality materials that align with classroom content
  • Three tutoring sessions per week—at minimum—each lasting at least 30 minutes
  • Sessions held during school hours
  • Students meeting with the same tutor each session
  • Professionally trained tutors who receive ongoing support and coaching
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