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A short-burst, in-person 1:1 tutoring model has shown significant gains in early literacy for kindergarten students, according to research presented Thursday by Carly Robinson, a senior researcher at Stanford University and a member of the National Student Support Accelerator, at the American Educational Research Association Annual Meeting in Chicago.
Air Reading is a live virtual tutoring program that focuses on early literacy for students from Pre-K to 8th grade. Small-group instruction with up to 4 students per group. 40 minutes per session with 3-5 sessions a week.
A two-year grant of $1,000,000 to the National Student Support Accelerator (NSSA), a program devoted to translating research on how tutoring can benefit students into action. This grant will strengthen the high-impact tutoring ecosystem by supporting NSSA in disseminating research on what makes tutoring programs effective to state and local education agencies, ensuring that evidence-based tutoring reaches the students who need it most.
Provides qualifying families with a $500 credit that can be used to pay for after school enrichment programs that will support learning for students impacted by COVID-19. The credit will be paid directly to vendors from the state. Qualified activities include tutoring, language classes, and music classes. On April 6, 2023, anyone living in an EdChoice school district will qualify for the credit without any income qualifications.
Launches High Impact Tutoring program in which districts can apply for reimbursement of high-impact tutoring programs that focus on third and fourth grade students using pre-qualified tutoring providers (including district programs). The $17 million for the high-impact tutoring program comes from Governor’s Emergency Education Relief (GEER) Fund.
“Portland is probably doing the right thing by starting small and getting it right,” Loeb said. “Using your own teachers can be effective and easier to implement since the teachers are well versed in what the students should be learning and they likely already know the students.”
Critically, though, structuring the program this way could limit the district’s ability to scale it up, Loeb added. That’s a particular concern given the millions of dollars in federal pandemic relief money that has to be spent or returned by September 2024.
With “proper supports, such as good materials and coaching, they can be excellent tutors,” said Stanford professor Susanna Loeb, who founded the National Student Support Accelerator to expand access to high-quality tutoring.
The content and design of this Resource Library draws on insights from interviews with tutoring program directors, teachers, math directors, STEM directors and other math leaders, as well as from a literature review of peer-reviewed journal articles on math teaching, tutoring, and equitable teaching practices.
The goal of this guide is to provide resources to help tutoring programs provide effective math tutoring for students in need.
This Playbook aims to support HEIs in partnering with school districts to offer high-impact tutoring services. While HEI staff members are the primary audience, state educational officials, school district staff, and school administrators can leverage many of the resources in the Playbook.
Are you a college or university leader looking to improve opportunities for your students?
Or maybe you are a district leader looking to partner with a college or university to provide tutoring for your students?
The National Student Support Accelerator’s High Impact Tutoring: Higher Education Institution Playbook supports higher education institutions in partnering with school districts to offer high-impact tutoring services.
“These results are big,” said Susanna Loeb, a Stanford professor of education who was a member of the research team and heads the National Student Support Accelerator, a Stanford research organization that studies tutoring and released this study in February 2023. “What’s so exciting about this study is it shows that you can get a lot of the benefits of high impact tutoring – relationship-based, individualized instruction with really strong instructional materials – at a cost that is doable for most districts in the long run.”
Having partnered with multiple state, university and district-led community-tutoring programs, Pearl is developing the nation’s most diverse dataset in the tutoring industry. The platform is foundational for managing and scaling hybrid tutoring through evidence-based best practices and collaborates with the Annenberg Institute at Brown University and its National Student Support Accelerator (NSSA) to safely gather data to continuously improve program design and measurably accelerate student outcomes.
“Tutoring is one of the most promising approaches for accelerating student learning and reducing educational disparities,” according to a working paper of the Annenberg Institute for School Reform at Brown University.
However, there is still little data on which programs are most effective, studies show.
Even when tutoring is available, struggling students are far less likely to opt in than their more-engaged and higher-achieving peers, the Annenberg paper also found.
"I do think that as districts have success in tutoring, and see student learning ... then they’ll start to think more about how they embed it, and link it more deeply to the rest of the work they’re doing in schools." Susanna Loeb, founder and executive director, National Student Support Accelerator
Adapt this document to advocate for your HEI’s support of a high-impact tutoring partnership with a local K-12 district.
What is High-Impact Tutoring and how do higher education institutions partner with school districts?
The purpose of this guidance is to provide HEIs with ideas for how to recruit university students to serve as tutors. These ideas are curated from current practices shared by HEI tutoring programs in local K-12 districts. Depending on the population of students you intend to recruit, some of these ideas may be more relevant to your context than others.
Recommended Division of Functions Across HEI Departments
Aligned to TQIS Quality Standards
The purpose of this guidance is to provide HEI partners with ideas for how to engage K-12 students more broadly with the HEI community. This list is curated from practices shared by current HEI tutoring programs in local K-12 districts. Depending on the design of your program and your HEI campus, some of these ideas may be more relevant to your context than others.
Once the partnership between the HEI and K-12 schools is established, regular meetings between the HEI and K-12 schools ensure that the partnership remains healthy and improves over time.
The purpose of this guidance is to provide HEIs seeking opportunities to partner with a school district with information about how to identify districts interested in and/or already offering tutoring services.
Use these ten multiple-choice questions to design your tutoring program’s Model Dimensions. Model Dimensions are the specific design choices a new tutoring program makes at the outset. Each choice you make should have a clear rationale supported by your Landscape Analysis and be made in consultation with your school district partner and internal task force/team.