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.
"Those students who were receiving high-impact tutoring are shrinking the gap with their peers," Nancy Waymack, director of research partnerships and policy at Stanford's National Student Support Accelerator, said about the D.C. program. "It's exciting, the number of students that they served and it's exciting that they are hitting the population that I think needs to receive high-impact tutoring the most."
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