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.
Students were less likely to be absent on days when they had a scheduled tutoring session, according to study by National Student Support Accelerator at Stanford University.
PALO ALTO, C.A., March 1, 2024 – Schools nationwide are grappling with significant challenges related to student absenteeism. In response, D.C. schools along with many other states and school districts have implemented strategies ranging from texting interventions to home visits. D.C. schools have also prioritized mitigating pandemic-related learning losses through the widespread adoption of high-impact tutoring programs. High-impact tutoring seeks to develop strong relationships between students and their tutors in order to increase student motivation and engagement in their academic coursework, but could also benefit attendance.
The study identifies "high-dosage" tutoring as "programs with four or fewer students working with the same tutor for at least 30 minutes during the school day, three times a week for at least several months."
The study report, "Learning Curve: Lessons from the Tutoring Revolution in Public Education," examines three school systems that met the challenge successfully. It also discusses the role of AI in tutoring and how to fund successful tutoring programs.
The study was researched and written by FutureEd policy director Liz Cohen, in partnership with Stanford University's National Student Support Accelerator.
Cignition, Inc. is proud to partner with educational leaders across the country to offer insight into effective high-impact tutoring implementation. In this edLeader Panel, attendees will hear from decision makers at the district and state levels on why they believe high-impact tutoring is so invaluable for academic intervention. They’ll also:
Second, a policy framework that supports the growth of genuinely effective high-dosage tutoring. This means direct funding and flexibility to pay for tutoring, which can cost anywhere from under $1,000 to more than $3,000 per student. Policymakers must also require reporting from school districts on tutoring delivery at the student level. The “dosage” piece of high-dosage tutoring is non-negotiable for getting results, so It is unacceptable to pay for services without knowing and reporting which students received exactly how many tutoring sessions. Additionally, policymakers can put guardrails on which types of tutoring and which specific programs are eligible for public funding. Our partners at the National Student Support Accelerator have created excellent guides correlating research-backed principles with student success. And individual programs continue to produce research showing their own efficacy.
How often does it happen that a national policy priority, robust research, and the aspirations of classroom teachers converge? On an issue with bipartisan support, no less? Not very often.
But tutoring is an exception. As many as 80 percent of school districts and charter school organizations have launched tutoring programs to help students rebound from the pandemic.
High-dosage tutoring, sometimes called “high-impact” or “high-intensity” tutoring, is one of the few school-based interventions with demonstrated significant positive effects on math and reading achievement. Yet high-dosage tutoring is a very specific form of tutoring that must meet specific criteria: