The successful evolution of DC’s high-impact tutoring (HIT) initiative is largely due to the diverse range of stakeholders each playing their part over time. Roll-out needed to be scaled to allow time for buy-in, problem-solving and adapting to current needs, and acting on feedback.
The DC Charter School Alliance collaborated with schools and leaders to plan HIT implementation, particularly scheduling, recognizing that some school communities and students preferred after-school tutoring, while others opted to integrate it into the school day.
Beyond helping to shape the implementation of HIT in their schools, the advocacy and testimonies from the Alliance and their membership was key in protecting and increasing HIT funding from the DC government.
EmpowerK12 provided the research to prove evidence of success including data on specific schools as case studies to help others learn and garner additional support. Importantly, their data and analysis was used in the Stanford study on attendance. The D.C. Policy Center highlighted early stages of implementation with a system-level landscape of high-impact tutoring and a publication sharing early community learning and experiences. When PAVE realized that many parents weren’t aware of HIT offerings, they helped providers and schools think critically about how to communicate with families to ensure they understand what’s available, how to access it, and have the tools and knowledge to help their children extend learning beyond the classroom and tutoring sessions.
Lastly, we built buy-in from leaders from every systems-level education agency, demonstrated by their participation each year in the High-Impact Tutoring Summit, a citywide convening hosted by CitySchools Collaborative (formerly CityTutor DC). Their shared commitment and leadership underscored a citywide vision for building on our collective progress, and their engagement sent a clear signal that this work is both high-priority and long-term.