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“A lot of districts really want to provide additional support for their students. They want to do it in an equitable way and they want to do it in a sustainable way. One of the things that we’ve seen is that starting big and not being able to do [tutoring implementation] smoothly sometimes backfires,” said Nancy Waymack, director of research partnerships and policy for the National Student Support Accelerator at Stanford University, which studies K-12 tutoring trends. “Starting by focusing on a smaller group of students, and really making sure that they have the full support of a consistent tutor, on a very frequent basis, in a data-driven way that’s really aligned with the curriculum is a way that’s going to work really well.”
In a significant study involving 1,000 K-2 students in Texas, OnYourMark Education, in partnership with The National Student Support Accelerator (NSSA) and Uplift Education, presents compelling evidence of the positive impact of virtual high-impact reading tutoring on early literacy. During the 2022-2023 school year, students engaged in one-on-one virtual reading tutoring sessions, resulting in substantial academic gains.
This brief provides an overview of available funding for high-impact tutoring programs beyond Covid-19 relief funding (ESSER).
Many streams of funding, on their own or braided together, can pay for high-impact tutoring in U.S. schools.
Schools across America continue struggling to help their students catch up following unprecedented learning losses resulting from pandemic school closures beginning in March 2020. It is vital—both to address current needs and to stash away for future use—to determine which methods work to boost student achievement. To that end, a group of researchers, led by Stanford University’s Susanna Loeb, recently examined a high-dosage tutoring effort called OnYourMark, a fully virtual model designed to solidify foundational literacy skills for students in kindergarten through second grade.
Intensive, high-dose tutoring can boost early reading skills, even in a virtual format, according to a new experimental study.
Researchers from the National Student Support Accelerator at Stanford University tracked the reading progress of about 2,000 K-2 students in a dozen Texas charter schools. Half of the students were randomly assigned to attend class normally, while half received intensive remote tutoring for part of the school day, in small groups, through the nonprofit group OnYourMark, which serves K-2 students in seven states.
“So, high impact tutoring is tutoring that happens with a qualified tutor and that means someone who is trained and is receiving coaching. It also happens frequently. So at least three to 5 times a week, in a small group or one-on-one. It is very personalized,” says Director of Partnerships and Policy for the National Student Support Accelerator Nancy Waymack.