Tutoring Quality Standards

Tutor Recruitment and Selection

The program has a clear recruitment and selection process that results in tutors with the skills and mindsets necessary to be successful in that program.

Researched-Informed: Research has found that a range of tutor types (including teachers, paraprofessionals, volunteers…) can be effective when provided with sufficient preservice training, ongoing coaching, and structured materials. Less experienced tutors typically benefit from higher levels of support. Experts in the field also emphasize that programs should implement clear recruitment processes and standards that are responsive to local contexts and student backgrounds. 

Tutor Preservice Training

The program provides high-quality onboarding and  structured, robust pre-service training, tailored to program context.

Research-Informed: Research shows that highly skilled educators have a greater impact on student achievement. Therefore, programs that implement high-quality, structured training to improve a tutor's skill level will likely positively impact student achievement.

Tutor Coaching and Feedback

The program provides structured, ongoing personalized support to tutors through the effective use of research-informed practices that foster academic success and overall student well-being. A clear process facilitates two-way communication between tutors and coaches.

Research-Informed: Research shows that educators improve by receiving ongoing support and feedback. Providing tutors with support in utilizing research-based instructional practices is, thus, likely to improve their practice and the program’s effectiveness. Tutors with less formal training often particularly benefit from ongoing coaching that focuses on the effective use of structured materials and curriculum.

Program Effectiveness and Improvement

The program has demonstrated a commitment to understanding overall program effectiveness and processes for ongoing improvement.

Research-Informed: Research provides evidence that programs’ use of data collection and analysis, can improve organizational outcomes. As a result, tutoring programs that use data in their design and improvement process are likely to increase program effectiveness over time.

Formative Assessment

The program provides tutors with time and support to collect, analyze, and use formative assessment data to inform design of future sessions.

Research-Based: Research on formative assessments in other settings suggests that they can provide valuable data for educators. As a result, similar formative assessments are likely to help tutors improve tutoring sessions and personalize instruction. Research suggests tutors need time and support to review formative assessment data, as well as the ability to act upon them.

Student Progress Measure

The program has a system for measuring individual student progress over time and responding to those results; measures of progress include both academic growth and adaptive indicators (i.e., student engagement; student confidence).

Research-Informed: Tutoring programs can measure student progress over time by analyzing grades, assessment results, and standardized test scores. Monitoring individual student’s progress over time can improve tutor’s practice as well as allow the program to adjust or change tutors to better reach goals. 

Student Grouping

The program strategically groups students by skill level or language need to allow the tutor to deliver relevant instruction to the full group.

Research-Informed: Research on supplemental educational supports (not tutoring explicitly) suggests that grouping students by skill level or ability level can increase effectiveness.

Tutor Consistency

Students receive consistent tutoring from the same tutor; any adjustments to groupings occur sparingly and strategically.

Research-Informed: Studies indicate that a consistent tutor enhances student-tutor relationships, often a precursor to learning. As a result, tutoring programs that facilitate more consistent tutoring often produce improved attendance, motivation, and learning outcomes.

Student-Tutor Relationship

The program has an intentional strategy and supporting systems to build strong, positive relationships between students and tutors.

Research-Informed: Many educators highlight the importance of relationships in effective tutoring. Strategies that promote relationship-building have demonstrated promise for improving student engagement and are empirically associated with improved learning outcomes. Likewise, emergent evidence of the benefits of educator:student matching points to the importance of tutors having knowledge of students’ experiences for building those relationships and improving student outcomes. Tutors who are able to foster positive and professional relationships with students may be more likely to engage students and improve outcomes.

Instruction: Vetted, Structured Instructional Materials 

The program uses vetted structured curriculum that are user-friendly, rigorous, and research-based.

Research-Informed: Materials should be purposefully designed for tutoring, well-structured, and closely aligned with an instructional process. They should effectively address individual student needs and, where appropriate, integrate seamlessly with core classroom instruction. The use of these materials is likely to improve the success of tutoring programs.

Instructional Practices

Tutors use research-based instructional practices aimed at fostering academic success and overall student well-being. 

Research-Based: Research-based instructional practices, by definition, promote student outcomes. One driver for the strong impacts of teacher led tutoring may be their expert facilitation of learning using these practices. Providing tutors with support in utilizing research-based instructional practices, thus, is likely to increase the effectiveness of the program.

Routines and Structures

The program has consistent lesson structure, set instructional routines, and standard procedures to maximize learning. Tutor-specific modifications are intentional and informed by student needs.

Research-Informed: The evidence base does not provide detailed information on how the structure of specific tutoring interventions affect student learning. However, students generally tend to benefit from a consistent lesson structure, procedures, and routines in educational settings.

Dosage

The program ensures each student with at least three tutoring sessions per week, with ample time (usually a minimum of 30 minutes per session) for a minimum of 10 weeks. Younger students may benefit from shorter but more frequent sessions (i.e. 5-10 minute bursts of instruction, multiple times a week).

Research-Based: Tutoring Interventions become more effective as the number of tutoring sessions received per week and the overall number of weeks increases.  One meta-analysis found that high-dosage tutoring (i.e., three or more tutoring sessions per week) is 20 times more effective than low-dosage tutoring in math. In reading, high dosage tutoring was 15 times more effective than low-dosage tutoring. Ongoing analysis of valid assessment data analysis can help determine when students require tutoring that differs from the pre-specified dosage. To achieve desired dosage, districts and states should systematically track, manage, and report tutoring dosage data at the individual student level.

Ratio

The ratio of students to tutor in the program is low and does not exceed 4:1.

Research-Based: Multiple studies suggest 1:1 tutoring has a greater impact on student achievement than any other ratio. However, research also suggests that tutoring is effective up to a ratio of 4:1. Some considerations when defining the student-tutor ratio are cost, resources and tutor type.

Setting

The program occurs during the school day.

Research-Based: Studies on tutoring programs find that the effects of programs conducted during the school day are roughly twice as large as those conducted outside of school. However, out-of-school tutoring programs can be effective if the necessary structures and systems are in place to ensure student participation and engagement.

Integration with School Schedule

If occurring during the school day, the program strategically considers the tradeoffs of students attending tutoring instead of alternative uses of time. 

Emergent: Substantial evidence makes clear that classes vary in their benefits for students. Integration of tutoring into a student’s schedule requires them to substitute tutoring for other uses of their time, which might also be important for their learning and well-being. 

Curricular Alignment

If classroom instruction is based on rigorous and high-quality materials, the tutoring program aligns to classroom curricula.

Emergent: Aligning tutoring with work in the classroom reduces the potential for student confusion from differences in the approach and facilitates communication between the tutor and the student’s teachers. However, if the

materials are not high quality, the benefits of alignment may not exceed the drawback of low quality materials. 

Delivery Mode

The program is delivered by a live tutor—either in person or online—or through a blended model that pairs live tutoring with computer‑assisted learning. Dosage is clearly defined, measured, and monitored to address the unique challenges of each modality.

Research-Based: Studies of virtual tutoring with live tutors show consistent improvements in student learning. Programs that combine intensive, tutor-led instruction with computer-assisted learning technologies have also been found to enhance student outcomes.

School and Teacher Engagement

The program regularly engages with school leaders and/or teachers regarding instructional alignment and student progress.

Emergent: A number of effective tutoring programs engage regularly with school leaders and teachers, though researchers have not directly tested the importance of school engagement. Experts suggest that strong tutor-teacher communication may improve tutors’ understanding of students and, as a result, the effectiveness of tutoring.

Caregiver Engagement

The program ensures regular engagement with caregivers and updates on student progress.

Emergent: While no studies have directly tested the benefits of tutors interacting with caregivers, a number of studies have shown caregiver involvement can positively impact student achievement. Therefore, tutoring programs may benefit from proactively encouraging tutors to engage with caregivers.

Student Enrollment and Retention

The program has a defined approach to enroll (i.e., utilizing a required or opt-out model) and retain students; particular attention is paid to reducing barriers to participation and ensuring the required dosage.

Research-Informed: Tutoring programs vary based on how students are chosen (i.e., required participation, opt-in or opt-out participation). While the effects of these features have not been researched, required and opt-out programs (where students are automatically enrolled unless parents actively ask that they not be enrolled) reduce barriers to participation.

Safety Protocols

The program has health, physical safety, and emergency management protocols in place to provide an environment conducive to learning and fosters awareness and understanding of the protocols.
Note: This standard, as all others, is applicable for both in-person and virtual tutoring programs.

Emergent: Researchers have not studied the importance of safety protocols for tutoring programs. However, common consensus is that programs cannot operate without making student safety a pillar of operations.

Data Privacy and Security

The program has reasonable data security infrastructure and with staff sufficiently trained in legal and ethical data privacy policies and practices to keep student information safe. 

Emergent: Researchers have not studied the importance of data security infrastructure for tutoring programs. However, common consensus is that tutoring programs cannot operate without making data privacy a pillar of their operations.

Program Design

The program is designed to successfully meet the needs of the community it serves.

Research-Informed: Research on organizations generally suggests that programs that have a clear logic model and sense of what drives impact in their program may be more effective. This is likely true for tutoring programs as well.

Leader Role Clarity

The program has clearly defined roles and responsibilities for the leadership team, with particular attention to clearly defining tutor coaching responsibilities.

Evidence Informed: Research on nonprofit organizations generally suggests that programs with clearly defined leadership roles may be more effective. This is likely true for tutoring programs as well.

Leader Professional Development

Program leaders receive support to implement their roles with fidelity.

Evidence Informed: Research on nonprofit organizations generally suggests that programs with leaders who have the necessary skills and knowledge for their role may be more effective. This is likely true for tutoring programs as well.

Organizational Culture

The program has a defined vision, mission, and set of organizational goals; and these guiding documents are aligned with the broader context and well understood by stakeholders.

Research-Informed: Research on organizations generally suggests that programs that have a clear mission and goals and an aligned organizational culture tend to be more effective. This pattern is likely to hold for tutoring programs as well.

Delivery Mode

The program is conducted in person, via virtual tutoring from a live tutor, or via a blended model with a tutor and computer-assisted learning that is aligned to classroom learning.

Emergent: Results of studies conducting virtual tutoring with a live tutor showed improved reading development. Combining intensive math instruction with a tutor and computer-assisted learning technology was effective at increasing student learning by providing students with devices that allow them to practice the content independently.

Tutor: Tutor Recruitment and Selection

Emergent: Research has not explicitly focused on the most effective way to recruit tutors. However, experts in the field generally agree that programs should have clear processes and standards for recruitment.

Researched-Informed: Research has found that a range of tutor types (including teachers, paraprofessionals, volunteers, etc.) can be effective when provided with sufficient preservice training, ongoing coaching, and structured materials. Less experienced tutors typically benefit from higher levels of support. Experts in the field also emphasize that programs should implement clear recruitment processes and standards that are responsive to local contexts and student backgrounds. 

Includes new research regarding tutor type effectiveness and preparation of the tutor types. Specifies that local context matters in recruitment.

Tutor: Tutor Coaching and Feedback

The program provides ongoing support to tutors such as through coaching on the effective use of research-informed practices that foster academic success and overall student well-being.

The program provides structured, ongoing personalized support to tutors through the effective use of research-informed practices that foster academic success and overall student well-being. A clear process facilitates two-way communication between tutors and coaches.

Highlights the importance of individualization and response to feedback in coaching practices.

Tutor: Tutor Coaching and Feedback

Research-Informed: Research shows that educators improve by receiving ongoing support and feedback. Providing tutors with support in utilizing research-based instructional practices is, thus, likely to improve their practice and the program’s effectiveness.

Research-Informed: Research shows that educators improve by receiving ongoing support and feedback. Providing tutors with support in utilizing research-based instructional practices is, thus, likely to improve their practice and the program’s effectiveness. Tutors with less formal training often particularly benefit from ongoing coaching that focuses on the effective use of structured materials and curriculum.

Clarifies specific coaching needs for different types of tutors.

Tutor: Tutor Consistency

Research-Informed: Limited research on the effects of tutor consistency on student achievement exists. However, evidence does suggest that the practice of "looping" - students having the same teacher for multiple years - may positively impact student achievement. The general consensus is that it is beneficial for students to receive instruction from a consistent tutor.

Research-Informed: Studies indicate that a consistent tutor enhances student-tutor relationships, often a precursor to learning. As a result, tutoring programs that facilitate more consistent tutoring often produce improved attendance, motivation, and learning outcomes.

Adjusts language to be tutor specific.

Integration: Student-Tutor Relationship

Emergent: Many educators highlight the importance of relationships in effective tutoring, though research has not directly tested the role of relationships in driving student outcomes. The well-researched benefits of same-race teachers points to the importance of cultural competency in building those relationships and improving student outcomes. Tutors who are able to foster positive and professional relationships with students likely have great potential to engage students and improve outcomes.

Research-Informed: Many educators highlight the importance of relationships in effective tutoring. Strategies that promote relationship-building have demonstrated promise for improving student engagement and are empirically associated with improved learning outcomes. Likewise, emergent evidence of the benefits of educator:student matching points to the importance of tutors having knowledge of students’ experiences for building those relationships and improving student outcomes. Tutors who are able to foster positive and professional relationships with students may be more likely to engage students and improve outcomes.

Reflects stronger research regarding how relationships affect high-impact tutoring.

Integration: High-Quality Instructional Materials

Updated to:

Instruction: Vetted, Structured Instructional Materials 

Research-Based: HQIMs positively impact student achievement in the classroom setting; therefore, the use of HQIMs is likely to improve the success of tutoring programs. 

Research-Informed: Materials should be purposefully designed for tutoring, well-structured, and closely aligned with an instructional process. They should effectively address individual student needs and, where appropriate, integrate seamlessly with core classroom instruction. The use of these materials is likely to improve the success of tutoring programs.

Calls out the specific characteristics for tutoring instructional materials.

Integration: Dosage

The program provides each student with at least three tutoring sessions per week, with ample time (usually a minimum of 30 minutes per session) students to engage fully with the material. 

The program ensures each student with at least three tutoring sessions per week, with ample time (usually a minimum of 30 minutes per session) for a minimum of 10 weeks. Younger students may benefit from shorter but more frequent sessions (i.e. 5-10 minute bursts of instruction, multiple times a week).

Reflects new research and practices to support proper dosage.

Integration: Dosage

Research-Informed: Overall, tutoring interventions appear to be more effective as the number of tutoring sessions per week increases. Although research does not identify the most effective combination of duration and frequency, it does provide evidence that at least a minimum amount of exposure is necessary for high-quality tutoring to lead to desired outcomes.

Research-Based: Tutoring Interventions become more effective as the number of tutoring sessions received per week and the overall number of weeks increases.  One meta-analysis found that high-dosage tutoring (i.e., three or more tutoring sessions per week) is 20 times more effective than low-dosage tutoring in math. In reading, high dosage tutoring was 15 times more effective than low-dosage tutoring. Ongoing analysis of valid assessment data analysis can help determine when students require tutoring that differs from the pre-specified dosage. To achieve desired dosage, districts and states should systematically track, manage, and report tutoring dosage data at the individual student level.

Reflects stronger research regarding proper dosage and highlights the importance of relationships and responding to data.

Learning Integration: Student Enrollment and Retention

The program has a defined approach to enroll and retain students; particular attention is paid to reducing barriers to participation.

The program has a defined approach to enroll (i.e., utilizing a required or opt-out model) and retain students; particular attention is paid to reducing barriers to participation and ensuring the required dosage.

Clarifies effective enrollment method and emphasizes relationship to dosage.

Learning Integration: Student Enrollment and Retention

Research-Informed: Tutoring programs vary based on how students are chosen (i.e., required participation, opt-in or opt-out participation). While these different features have not been researched, it is suggested that required opt-out programs (where students are automatically enrolled unless parents actively ask that they not be enrolled) reduce barriers to participation.

Research-Informed: Tutoring programs vary based on how students are chosen (i.e., required participation, opt-in or opt-out participation). While the effects of these features have not been researched, required and opt-out programs (where students are automatically enrolled unless parents actively ask that they not be enrolled) reduce barriers to participation.

Clarifies effective enrollment method and emphasizes relationship to dosage.

Safety: Data Privacy and Security

The program has reasonable data security infrastructure and data privacy policies and practices in place in order to keep student information safe. 

The program has reasonable data security infrastructure and with staff sufficiently trained in legal and ethical data privacy policies and practices to keep student information safe. 

Emphasizes that policies must be sufficiently trained for successful implementation.