High-impact tutoring is one of the most promising approaches for increasing student engagement and learning. Paraprofessionals already in schools can be excellent tutors during the school day if well supported with instructional materials and dedicated time for tutoring. This approach effectively addresses student academic gaps early, particularly in lower elementary classrooms.
COVID-19 disrupted learning and prompted many districts to implement high-impact tutoring, in which a consistent, well-supported tutor provides tailored one-on-one or small-group instruction embedded in the school day. This research-backed approach consistently demonstrates significant student learning gains from 4-15 months, benefiting students who need improvement in reading and math.
While private tutoring has been accessible to families with greater means, high-impact tutoring embedded into the school day is equitable and incurs no cost to families. It provides intensive, relationship-based, personalized instruction for the students, helping particularly to engage less-engaged students and improve learning for students struggling with grade-level work.
However, high-impact tutoring can be resource-intensive and requires faithful implementation, which can be challenging. Careful planning and intentional design are crucial to addressing these challenges.
This brief identifies the potential benefits of paraprofessionals as tutors in early elementary classrooms through interviews with district leaders and experts in the field, as well as from research on program effectiveness. It provides critical steps and guidance for designing and implementing high-impact tutoring, proactively addressing and mitigating potential challenges.