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.
A new Stanford University report examines the first year of D.C.'s multimillion-dollar effort to get students back on track.
D.C. students who got frequent, small group tutoring improved their reading and math scores after the return to inperson classes, attended more classes and had a stronger sense of belonging at school, according to new research into the city's multimillion-dollar tutoring program.
The findings from Stanford University are encouraging, researchers said: Although students have yet to fully recover from the pandemic-induced slump that saw test scores plummet and absenteeism rise, children in D.C. are making progress.
In the admirable rush to support students in the wake of pandemic-era learning loss, schools quickly implemented tutoring initiatives—with varying degrees of success.
Luckily, studies show that students who participate in high-impact tutoring can experience more than 40% and 200% of growth in reading and math proficiency, respectively. Meanwhile, K-12 leaders say this form of tutoring is increasing teacher retention and recruitment in their districts.
In this webinar, education leaders will hear first-hand accounts of successful high-impact tutoring models from a district’s chief academic officer. Also, field research experts from institutions, including Stanford University, and professionals who collaborate directly with district decision-makers will present case studies and stats on how to sustain high-impact tutoring to make a lasting effect on student learning, school culture, and educator job satisfaction.
What do teachers have to say about high-impact tutoring? Teacher buy-in is of vast importance when implementing high-impact tutoring into the school day. Who would know the benefits of High-Impact Tutoring better than educators? Hear from them directly about what makes effective tutors, the importance of building strong relationships, and why representation matters.
NSSA's Educator Tutoring Advisory Group (Maurice Telesford, Estefania Rios, Toni Hicks, and Katie Allen) are saying about High-Impact Tutoring
Notably, research by Susanna Loeb (Stanford University) revealed that tutoring methods and strategies can vary dramatically both in their design features and student outcomes. Loeb’s team of researchers discovered that in particular “high impact” tutoring strategies have demonstrated statistically significant effects on student learning in math and reading. High impact tutoring contains the following features:
Urban Tutors is a nonprofit organization dedicated to tutoring children online with a concentration within the NYC area. Our tutors are passionately committed to teaching children the NYC curriculum, inspiring and empowering students to become more enthusiastic and motivated learners. As students from the top high schools in the city, we confidently bridge the gap between understanding and mastery.
The IRC in Denver's Youth Education team is excited to announce the completion of their pilot program of Tutoring Together! The teams' interest in this particular program - with the goal to support client teens with their school work, English language acquisition, and adjustment to school expectations in the USA - was partly born out of feedback from a IRC in Denver Client Voice focus group, in which teens strongly advocated for their need of more personalized English language training.