Student

“This is most likely to happen if parents both want this and believe that they can get this – and deserve to get this – at school,” says Susanna Loeb, a professor of education at Stanford University in California. 

Amid the flurry of activity in recent years, researchers and policy advocates are increasingly pointing to a specific kind of tutoring as the most effective. Known as “high-impact” or “high-dosage,” it generally refers to tutoring that happens at least three times a week for 30-minute sessions with groups of four or fewer students. And if it occurs during the regular school day? Even better.

Research reveals the most effective ways to help young struggling readers through tutoring.

Tutoring has gained popularity as a strategy to improve the academic achievement of struggling students. Intensive, relationship-based tutoring is a highly effective academic support for many students, particularly in the early elementary years when school schedules and classroom routines are flexible (Groom-Thomas et al., 2023). For schools considering how to begin tutoring or where to prioritize resources, early literacy tutoring — which is both effective and feasible — is a good place to start.

The high-impact tutoring provider wins large district and state partnerships to address the literacy and numeracy crisis among K-8 students

Building on its success within New York City Public Schools, the largest school district in the country, Braintrust Tutors is now well-positioned to extend support to tens of thousands of high-risk students in the Los Angeles Unified School District, Boston Public Schools, Detroit Public Schools Community District, and across the state of Tennessee.

New research from Stanford University has brought a ray of hope for Washington, D.C.’s students, especially Black children and those from low-income families. The research revealed that the city’s substantial investment in a tutoring initiative has borne fruit in its first year, significantly boosting academic performance and narrowing the persistent gaps in reading and math that have disproportionately affected these groups.