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Launched in 2024, GROW is built on Stanford National Student Support Accelerator’s evidence-based model for high-impact tutoring. GROW delivers consistent, relationship-driven tutoring during the school day, customized to each district’s pacing, curriculum, and MTSS/RTI frameworks. Students meet with the same tutor in small groups multiple times a week via live video. GROW personalizes instruction using assessment data to meet each student’s needs, whether for standards-based skill building, targeted test preparation, or accelerated learning for students performing below grade level.
The “Funding Solutions” panel discussion at the May 2025 National Student Support Accelerator Conference highlighted six possible funding sources that states and school districts could use to sustain funding for high-impact tutoring programs. The discussion, moderated by Saga Education CEO Alan Safran, included panelists representing a school district, university, and private foundation. They offered their perspectives on how districts can best leverage these funding sources.
- | EdSource
More districts are also indicating interest in high-impact tutoring, with additional research showing its effectiveness. Along with providing districts with a free, step-by-step guide and counseling for setting up a program, Stanford University-based National Student Support Accelerator is cosponsoring an effort for 40 California districts to design their own tutoring programs over the next year (go here for information on signing up).
Nancy Waymack is the director of policy and partnerships at Stanford University’s National Student Support Accelerator. She said some states have designated funds for high-impact tutoring. Wisconsin does not. However, some school districts have focused on it using COVID-19 funding money.
Waymack said any time a school or district can designate time for students struggling with reading or math to one-on-one or small group time, it will help.
“There’s a really strong evidence base behind it,” Waymack said. “Especially since some students were not able to learn at the pace they might have otherwise during the pandemic, and certainly some students are just behind for a number of different reasons.”
The Wisconsin Reading Corps program is funded by the federal government and the state.
- | PRWeb
The Bay Area Tutoring Association (BATA) has been awarded the National Student Support Accelerator (NSSA) Tutoring Program Design Badge, a prestigious recognition for excellence in high-dosage tutoring program design and execution.
The Bay Area Tutoring Association (BATA) has been awarded the National Student Support Accelerator (NSSA) Tutoring Program Design Badge, a prestigious recognition for excellence in high-dosage tutoring program design and execution. This achievement highlights BATA's commitment to research-based, student-centered tutoring models that enhance academic success for underserved students
Tutoring has become a popular intervention for schools grappling with stagnant academic achievement.
A large body of evidence demonstrates that high-impact, high-dosage tutoring can effectively move the needle on student academic outcomes.
Now, a new study from Stanford University is adding to that body of research, finding that pairing girls with female math tutors increases the students’ STEM interest and improves their academic performance in math.
- | FutureEd
In recent years, state education agencies have pursued a range of strategies to scale and sustain tutoring: awarding competitive grants or allocating formula funds, developing approved provider lists, offering technical assistance, and partnering with higher education institutions to recruit and train tutors. States such as Arkansas (Tutoring Corps), Colorado (High-Impact Tutoring Program), and Louisiana (Accelerate) have established statewide frameworks designed to reach large numbers of students, reflecting a broader shift toward embedding tutoring within state education systems to promote consistency, quality, and long-term sustainability. Many of these efforts focus on “high-impact” or “high-dosage” tutoring that research says gets the best results―programs with four or fewer students working with the same tutor for at least 30 minutes per session, three times a week, over several months.
Yet while a few states have committed to funding beyond federal relief dollars, most continue to rely on temporary appropriations. According to the National Student Support Accelerator, Tennessee remains the only state to incorporate “high-impact” tutoring into its permanent K–12 funding formula. Others, such as Louisiana, Virginia, Michigan, and Maryland, have supported tutoring through one-time legislative appropriations or short-term formula funding, much of which is set to expire in the next few years. For example, Colorado’s five-year program will conclude in 2026, and Virginia’s funding for its ALL In Tutoring initiative is also scheduled to end that year.
Alan Safran is the CEO and co-founder of Saga Education, which helps states and districts with tutoring best practices. Susanna Loeb is the founder and executive director of the National Student Support Accelerator at Stanford University and a professor at the Stanford Graduate School of Education.
American parents care deeply about their local schools and are committed to improving education. That’s because Americans know that education plays a crucial role in shaping our children’s future. So the ultimate question is not “should we improve public schools” but “how”?
While the news headlines about the latest National Assessment of Educational Progress felt grim, bright spots bucked the national trends in exciting and promising ways and beg for our attention. These bright spots point us in the right direction, if we’re willing to learn from them.
- | EdSource
“Lots of other states have helped push tutoring along more than California has. I’m really optimistic that in some ways, it (California) can be a leader, because we’ve learned so much that they could really do it more effectively immediately than we could right at the beginning,” said Susanna Loeb, a professor at the Stanford Graduate School of Education as well as the founder and executive director of the National Student Support Accelerator.
Loeb sees an opportunity for California to jump-start the state’s laggard performance on state and national achievement assessments, especially in early literacy, by creating a second or “Western” wave of tutoring.