Proposes the establishment of the High Efficiency Accelerated Learning (HEAL) Grant Program and the Tutoring Advisory Commission. HEAL is intended to provide high-impact tutoring opportunities to students around the state in order to mitigate the effect of learning loss or interrupted learning as a result of the COVID-19 pandemic. The Tutoring Advisory Commission is responsible for overseeing the development, implementation, and evaluation of the HEAL program.
The Tutoring Quality Improvement System (TQIS) Self-Assessment provides tutoring programs* with a rapid, free, and research-based assessment of their program’s quality by comparing the tutoring program’s characteristics and activities to the TQIS Quality Standards.
Join this webinar to better understand what drives effective tutoring and the recent research about On-Demand Tutoring from Carly Robinson, Postdoctoral Research Associate at the Annenberg Institute at Brown University.
Dr. Robinson will be joined by LaMarlon J. Wilson, Executive Director of Instruction, Professional Development & Technology of the Mississippi Achievement School District, and Susanne Cramer, Executive Director of School Improvement of Omaha Public Schools to share the practical implications for successful implementation of tutoring in their districts.
Sonnemann said Australia should look to the US in expanding research in tutoring, pointing to Brown University using targeted studies with government districts to examine the roll-out of small-group tuition programs and how well they help students catch up.
She said given the size of NSW’s COVID-19 tutoring initiative, it was vital parents and schools know how well it was working and governments should consider rolling out long-term, systematic catch-up tuition.
High-Impact tutoring – one-to-one or small group instruction in which a human tutor supports students in an academic subject area – has emerged as the primary strategy for addressing Covid19-induced learning interruptions. As tutoring expands nationally, what can we learn from existing research to inform effective planning and implementation?
Teach For America, the organization I lead, launched a tutoring initiative in fall 2020 following research that shows that high-dose, high-quality tutoring is one of the most effective ways to combat learning loss. One study that looked at the impact of having a well-trained tutor meet three times a week with a group of up to four students found it came close to providing the equivalent of nearly five months of learning. A 2021 meta-analysis from researchers at Brown University concluded tutoring has a more significant effect on student achievement than smaller class sizes, vacation or summer classes and longer school days or years.
“Our team at the National Student Support Accelerator is thrilled to contribute to this national effort to provide students with the learning experiences that they need to engage in school and to thrive. This effort to expand high-impact tutoring really is the best opportunity we have to meaningfully improve outcomes for students across the nation,” added Susanna Loeb, Director of the National Student Support Accelerator.
Increases substitute teacher recruitment efforts, expands Ohio’s EdChoice program which provides families with vouchers to pay for private school tuition and requires tutoring programs in public and chartered non-public schools. Tutors will be required to be a retired teacher, substitute teacher, or an individual that meets the eligibility standards set by the superintendent. The Ohio Department of Education will be responsible for administrative, implementation, training costs, and technical assistance to the Educational Service Centers in coordinating tutors to programs/ schools.