Join this invitation-only gathering of researchers, district, state, and higher education leaders, tutoring providers, and funders to:
- Learn about implications of recent research findings and innovative and sustainable practices in tutoring;
- Explore successful state and district strategies for scaling and sustainability; and
- Make connections with education leaders in the field.
Today, the Office of the State Superintendent of Education (OSSE) shared early findings from a study that shows high-impact tutoring (HIT) has positive attendance benefits for DC students. The preliminary findings from research conducted by the National Student Support Accelerator at Stanford University provide evidence that DC students participating in HIT were more likely to attend school on days they had a tutoring session scheduled. While the comprehensive results of this study will be published later, these initial findings highlight the potential of HIT to support stronger school attendance.
“HIT is a research-based intervention that has long been available for higher-income families. Our investment is helping level the playing field of access, and we are seeing it pay off. HIT is helping to reinforce the importance and power of consistent, positive relationships with students and the adults who support them at school,” said State Superintendent of Education Dr. Christina Grant. “These early findings show us what we would expect from this evidence-based intervention – one-on-one and small group, personalized high-impact tutoring sessions that are grounded in strong relationships have benefits that extend beyond improved math and literacy scores.”
High-quality tutoring programs not only get students up to speed in reading and math, they can also reduce absenteeism, a new study shows.
Focused on schools in Washington, D.C., the preliminary results show middle school students attended an additional three days and those in the elementary grades improved their attendance by two days when they received tutoring during regular school hours.
But high-impact tutoring —defined as at least 90 minutes a week with the same tutor, spread over multiple sessions — had the greatest impact on students who missed 30% or more of the prior school year. Their attendance improved by at least five days, according to the study from the National Student Support Accelerator, a Stanford University-based center that conducts tutoring research.
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.
Students continue to struggle academically after the pandemic, yet federal relief funds to support their recovery are set to expire soon. As a result, state and school district leaders are searching for the most cost-effective strategies to help students recoup learning. A recent working paper presents the results of a randomized controlled trial of an early reading tutoring program designed to be affordable at scale.
Researchers Kalena Cortes, Karen Kortecamp, Susanna Loeb, and Carly Robinson of the National Student Support Accelerator randomly assigned 800 Florida kindergartners to receive or not receive tutoring in early reading. Tutoring provider Chapter One specialized in embedding part-time tutors into classrooms for “short bursts” of individual tutoring. Tutors met one-to-one with the assigned kindergartners for five-to-10 minute tutoring sessions over the course of the year. Kindergartners receiving tutoring also took part in 15-minute daily independent practice sessions using a Chapter One tablet. The tutors tracked student progress and met frequently with teachers to review the data they collected digitally. Chapter One used that data to tailor its tutoring to students’ evolving needs over time, adjusting session length and frequency based on each student’s progress over the year.
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:
- Learn how to integrate tutoring sessions into existing school schedules
- Understand strategies for selecting students to participate in tutoring
- Hear how differentiated instruction is the key to results that teachers and parents hope for
- Review funding sources for high-impact tutoring
High-Impact Tutoring Experts to Share Ways Intervention Mitigates Learning Loss on edWebinar Panel, Sponsored by Cignition
Cignition, a K-12 virtual tutoring provider, today announced its sponsorship of an upcoming edLeader panel focused on how to effectively integrate high-impact tutoring into the MTSS (Multi-Tiered System of Supports) framework. The discussion will highlight best practices and practical tips for K-12 district leaders seeking to enhance student engagement, increase learning outcomes and strengthen the overall effectiveness of tutoring initiatives.
As many as 80 percent of school districts and charter school organizations have launched tutoring programs to help students rebound from the pandemic. The challenge now is to scale evidence-based tutoring that gets results and sustain it beyond the fast-approaching deadline to spend federal pandemic-relief funds.
To learn more about how districts are doing this, FutureEd Policy Director Liz Cohen will moderate a discussion featuring:
- Zenovia Crier, principal of Lyndon B. Johnson Elementary School in Odessa, Texas
- Michael Duffy, president of the Great Oaks Foundation
- Katie Hooten, executive director of Teach for America’s Ignite tutoring program
- Susanna Loeb, executive director of the National Student Support Accelerator at Stanford University
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