Tutoring Organization

Preliminary research recently released by Stanford University’s National Student Support Accelerator, which is conducting various tutoring studies, found that D.C. students who participated in an intensive tutoring program were more likely to show up to school on days they had a scheduled session. Overall, the likelihood they’d miss school on tutoring days fell by 7%, researchers found.

The mayor’s announcement about the funding for high-impact tutoring — a specific kind of academic help that consists of frequent, small-group sessions — came at a citywide summit on the topic. She touted the effort’s success, including a recent Stanford University study that found that students in D.C. were more likely to attend school when they had sessions. “Last school year, we found that students enrolled in high-impact tutoring were likely to reach their math and literacy goals,” Bowser said.

Preliminary findings from research conducted by the National Student Support Accelerator at Stanford University provide evidence that high-impact tutoring has positive attendance benefits for DC students. The District is also seeing early signs of academic impact as well, with at-risk students who receive the appropriate amount of high-impact tutoring nearly 7% more likely to achieve their growth goals than at-risk students receiving less tutoring, according to interim assessment data. 

INCREASING ACCESS TO HIGH-IMPACT TUTORING 

Over the past few years, finding consensus around the most effective strategies and interventions to address post-COVID learning recovery has largely been elusive. But there is widespread agreement that high-impact, or high-dosage, tutoring holds tremendous promise.  

Ideally, programs include small groups of no more than three to four students. They meet at least three times a week with a professionally trained tutor, during school hours. In addition to the high-quality materials used in the sessions, students benefit from meeting with the same tutor every week.