Tutoring Organization

In the past five years, the Texas district’s investments in staffing and high dosage tutoring are paying off.

That’s why the district piloted a virtual tutoring program in the 2020-21 school year. Middle school students were the first to participate. In spring 2021, the live virtual tutoring program expanded to serve 6,000 students in K-12, he said.

That same spring, Ector County ISD designated $10 million of its $93 million in federal pandemic relief funds to tutoring over the next three years, according to a report by university-based research nonprofits FutureEd and the National Student Support Accelerator.

“It’s much more than just the dosage that makes the difference in this type of tutoring,” said Kathy Bendheim, the director of strategic advising for the National Student Support Accelerator, which studies tutoring models. “You do it with a consistent tutor, and it’s not homework help—it’s intentional instruction based on data about where that student is on their academic journey and what their specific instructional needs are.”

In-school tutoring is most effective, researchers say

When considering which programs to fund, Indiana should consider what research says about high-impact tutoring programs, said Nancy Waymack, director of research partnerships and policy for Stanford University’s National Student Support Accelerator, which provides resources for districts implementing tutoring programs.

High-impact tutoring is delivered one-on-one or in small groups by consistent and well-trained tutors. It happens during the school day up to five days a week, integrated with classroom instruction.

Indiana Learns requires parents to apply for the grant and then schedule and bring their children to lessons. The grant expanded in 2023 to allow tutoring during certain blocks of the school day, such as lunchtime, but it’s not clear how widespread that option is.

High-impact tutoring has the strongest evidence base of any approach for improving student learning, and contributes to increased engagement and attendance. As far as proven education solutions go, it’s a pretty darn good one, and has rightfully been a bipartisan priority since the pandemic. 

But federal pandemic relief money that helped fuel the expansion of such programs dried up in September, and recent research has sparked debates about the high-impact tutoring’s effectiveness when implemented at scale. This includes an evaluation of Metro Nashville Public Schools’ tutoring program that reported small gains for students and a meta-analysis of large high-impact tutoring programs that showed challenges in maintaining evidence-based practices. 

An AI-powered tutoring assistant increased human tutors’ capacity to help students through math problems and improved students’ performance in math, according to a Stanford University study.

The digital tool, Tutor CoPilot, was created by Stanford researchers to guide tutors, especially novices, in their interactions with students.

The study is the first randomized controlled trial to examine a human-AI partnership in live tutoring, according to the researchers. The study examines whether the tool is effective for improving tutors’ skills and students’ math learning.

At a White House event today, Domestic Policy Advisor Neera Tanden, in coordination with the U.S. Department of Education (Department), AmeriCorps, and the Everyone Graduates Center at the Johns Hopkins University, will announce that the National Partnership for Student Success (NPSS) has exceeded President Biden’s call to recruit an additional 250,000 adults into high-impact student roles by summer 2025 to support academic success for all students. These roles range from tutors, mentors, student success coaches, postsecondary transition coaches, and wraparound/integrated student support coordinators. As of the end of the 2023-2024 school year, an additional 320,000 adults have stepped into these roles in schools, exceeding the President’s goal and doing so a year early. 

Students whose tutors used Tutor CoPilot were 4 percentage points more likely to progress through math tutoring session assessments successfully compared to students whose tutors did not have AI assistance, the study found.

The approach particularly benefited lower-rated and less-experienced tutors, researchers said. Students of lower-rated tutors who used the AI assistance increased their math proficiency up to 9 percentage points on average compared to students learning from lower-rated tutors without AI assistance.

The study included 900 tutors and 1,800 elementary and secondary school students from a large school district in the South. Stanford partnered with tutoring company FEV Tutor to pilot the tool’s implementation.

Here’s how it works: A tutor presents a subtraction problem to a student. If the student answers incorrectly, the tutor can activate Tutor CoPilot, which will recommend that the tutor ask the student to identify the numbers in the problem or suggest the student draw the items that need to be subtracted. 

An AI-powered digital tutoring assistant designed by Stanford University researchers shows modest promise at improving students’ short-term performance in math, suggesting that the best use of artificial intelligence in virtual tutoring for now might be in supporting, not supplanting, human instructors.

The open-source tool, which researchers say other educators can recreate and integrate into their tutoring systems, made the human tutors slightly more effective. And the weakest tutors became nearly as effective as their more highly-rated peers, according to a study released Monday.