Lindamood-Bell is an international literacy organization that offers specific evidence-based programs to address decoding and comprehension skills, thereby positively affecting academic performance. Lindamood-Bell's programs develop the sensory-cognitive processes that underlie reading and comprehension. Instruction is based on the individual's learning needs. The company delivers instruction in learning centers that are stand alone or within schools, in online environments, and in schools throughout the USA.
This database includes an initial set of organizations that offer tutoring, technology platforms or academic interventions along with relevant information if available. This is not meant to be an inclusive list, but a starting point. We welcome additional organizations to join the database by completing this form.
- Tutoring programs are those organizations that offer one-on-one and/or small group tutoring directly to students, either in-person, virtually, or through both modes of delivery.
- Technology platforms are technology platforms that facilitate tutoring programs.
- Interventions offer materials (e.g., an instructional scope and sequence, placement assessment, progress monitoring tools) that are used by a tutoring program, but do not offer tutoring directly.
This database is intended for Districts, States or nonprofits to identify potential tutoring partners, for potential tutors to identify potential employers and for tutoring organizations to have a clearer understanding of the landscape and to identify interventions that might be useful to their programs, if needed.
Please note that some of these programs are also listed on ProvenTutoring.org where you can find additional information on relevant research studies and costs.
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In partnership with the School District of Palm Beach County, volunteers are recruited and trained to provide tutoring in reading comprehension in selected 1st and 2nd grade classrooms within the School District. The goal is to have each student 50% closer to grade level at the end of the year than when they began the year. The 30 minute sessions have been designed by School District staff to supplement reading taught in the classroom.
There is also an afterschool component, free, conducted at the Literacy Coalition for students in grades 1 through 3. Tutors meet with their students for 60 minutes once a week during the school year and during the summer.
Literacy First members tutor kindergarten, 1st, and 2nd grade students through daily one-on-one sessions designed to strengthen their early reading and comprehension skills. Fifty percent of Literacy First’s tutors are bilingual, allowing the program to provide support to both Spanish and English speakers.
MTT offers high-impact, research based, one-on-one tutoring both in person and virtually. In addition to working with individual families, MTT's certified teacher-tutors have a proven success record of working with small groups of students in both public and charter schools (K-12) in the Baltimore and DC areas in order to increase academic performance and engagement in ELA and Mathematics.
Students receive daily individual or group tutoring in additional to conventional instruction, extended school day.
Highly trained tutors work with pairs of students in grades 4-8, using evidence-based math interventions created by experts.
Affiliate Programs:
- Hope Network – Michigan Education Corps, https://hopenetwork.org/michigan-education-corps/
- South East Education Cooperative (SEEC), https://www.ndreadingcorps.org/
The goal of Math Motivators is to close the opportunity gap to, in turn, close the achievement gap by using a volunteer-driven math tutoring program that pairs underserved middle and high school students with professionals and college students with strong mathematics backgrounds.
NSync Accelerated Learning Solutions offers in-school tutoring, after school tutoring, and summer school tutoring to provide the support students need to catch up on their learning that was interrupted due to the COVID 19 Pandemic. We employ highly qualified tutors who work closely with classroom teachers to customize targeted learning that addresses a student’s immediate learning needs, provides additional instructional time by aligning the tutoring activities to current classroom activities, offers more engagement, rapid feedback, and fewer distractions in one-on-one and small group environments, creates meaningful mentor relationships between tutors and students. Our tutoring program is based on the following seven design principles that emerged from learning research.
Characteristics of the Typical Low-Achieving Learner: Literacy-based programming for participants offers hope for reversing the trend of poor student achievement. It hails from cognitive science and reading development research which connects learning and reading as a route to higher-than-expected achievement among participants with poor comprehension skills and competence. Typically, the low-achieving student can be described broadly as a typical novice learner; for him or her, traditional approaches to learning do not work. Oftentimes, he (or she) is a student having trouble constructing meaning from text, the primary mechanism traditional schools use to teach Participants content and skill. These are Participants who are unable to connect the dots and construct meaning from text and they lack the critical capabilities to engage as thinkers while in the process of reading or learning. For them the experience is a once over unfocused activity with little emerging as more important than anything else.
Despite targeted efforts in the classroom and schoolwide learning interventions in school, low-achieving participants make limited or stagnant progress as learners and as readers. Cognitive science research indicates that such a learner lacks metacognition, a capability to monitor and regulate a person's thinking processes. Lacking in metacognition, the learner is also lacking in two critically important sub-skills: (a) comprehension monitoring and (b) comprehension fostering capabilities, skills that more capable learners take for granted and that are critical to constructing meaning and thereby comprehension. The importance of students' developing meta-cognitive awareness is paramount to their development as readers and as writers. Why? Because metacognition is the critical BUT missing ingredient among most low performing participants that is required to transform them into better learners, more aware learners, more capable learners.
Small group tutoring program for 1st graders in math, targeted at students at risk of falling behind.
Provides individual academic support to elementary and middle school students who live or attend school in 3 NY neighborhoods.
Pearl's platform provides a digital campus experience to Admins, Instructors, Students and Parents. Their virtual classroom and integrated administrative tools provide a secure, all-in-one place to host and manage hybrid learning programs. The platform also provides clients the ability to collect and report data associated with all learning session types for attendance and assessment tracking purposes.
Peer Power recruits and trains high-performing college students, called Success Coaches, to tutor in public classrooms and mentor high school students to encourage active learning, valuing education, and being personally accountable for their futures.
tutoring program for remediating the calculation and word-problem deficits and for promoting the algebraic cognition of third-grade students at-risk or with identified math disability.
Started as a student club at Cornell to provide summer enrichment for urban youth in NYC, now partners with K-12 schools to provide many programs including tutoring.
Pre-Med Tutors is a service that matches students with tutors. These tutors are what we call "pre-meds"--either undergraduate students, recent graduates, or medical students who desire to work as doctors, dentists, nurses, physical therapists, etc. As such, we have a passion for science, math, learning, teaching, and mentoring. We want to make a difference and strive for perfection.
Project MORE, Mentoring in Ohio for Reading Excellence, is a evidence based reading volunteer reading mentoring project for students with disabilities, that has demonstrated statistically significant reading results since 1999.
With 10+ years in education, the QTI approach is 100% student centered, with a coaching and teaching philosophy that guarantees results though a dynamic, knowledgeable, and enthusiastic approach to the main tenets of literacy and math instruction, executive functioning, Spanish language, plus the self confidence that comes along with excelling in academics.
Ravenswood Reads is a service-learning program in which Stanford students tutor children in Kindergarten through third grade in reading and language acquisition.
Research-based literacy intervention programs designed to accelerate student's reading growth through small-group and one-on-one tutoring in foundational reading skills. Primary focus is on foundational reading skills including phonemic awareness, explicit systematic phonics, fluency, and comprehension.
Reading Corps combines the people power of AmeriCorps and the science of how children learn to read. Trained AmeriCorps members are placed in early learning centers and elementary schools statewide to serve as literacy tutors for children from age 3 to grade 3. Tutors work with children one-on-one and in small groups daily, providing literacy interventions that are tailored to each learner's needs.
Affiliate Programs:
- Hope Network – Michigan Education Corps, Reading & Math, Inc., https://hopenetwork.org/michigan-education-corps
- The Literacy Lab, https://theliteracylab.org
- South East Education Cooperative (SEEC), https://www.ndreadingcorps.org
- Colorado Youth for a Change, https://youthforachange.org/join-americorps/join-americorps-colorado-reading-corps
- United Ways of Iowa, https://www.uwiowa.org/ReadingCorpsSchools
Evidence-based program that recruits, trains, and supports community volunteers to provide individualized reading instruction to K-4 students
Short-term intervention for first graders in reading and writing. Specially trained teachers tutor 1:1 in daily 30-minute lessons lasting 12-20 weeks.
Through our proven track record with schools, communities, and outcome investing, we provide a place where kids can learn, where the communities that surround them make learning possible, and where the institutions that support them align their resources.
Rutledge Educational Consulting, LLC provides virtual and on-site tutoring services to students in grades PK-12. Virtual students have access to a robust, personalized Google Classroom and join via Google Meet. On-site students enjoy a classroom setting with hands-on books and materials. Communication and collaboration with teachers and specialists is included. Tutoring and enrichment is aligned to the PA Common Core State Standards. Visit www.rutledgeeducationalconsulting.com for more information.
Saga embeds algebra (or geometry) math tutors as a class within the school day. Our tutor teams can serve 20-40 students per period, and the tutors can work in person or online. Tutors work in ratios of 1:2 to 1:4, and we offer four models.
All of our tutors are either retired or current certified teachers at some level. Many of our tutors have a Master's Degree, Nationally Board Certified, and/or are award-winners. We have a collection of over 200 years of experience among our 20+ tutors. We conduct individual and small group tutoring for specific subjects (such as reading, writing, math, social studies, and science) from K-college. We also conduct small groups and classes to support students preparing for various tests: PSAT, SAT, ACT, ASVAB, AP exams, and state tests. Our test prep programs help students earn over $20 million in scholarships every year the last few years.
SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) is a research-based foundational skills program proven to help both new and struggling readers in grades K-12 build skills and confidence for fluent, independent reading.
The information contained in the Tutoring Database is a compilation of publicly available information and information voluntarily provided by the identified organizations. THIS DATABASE AND ALL ITS CONTENTS ARE PROVIDED AS IS and are for informational purposes only. Neither Stanford University nor Systems Change for Advancing Learning and Equity (SCALE) at Stanford University nor the National Student Support Accelerator make any guarantees, warranties, or representations as to the accuracy or completeness of the database or the information it contains, and none assume any responsibility or liability for any errors or omissions that the database may contain. Use of this database is at the sole and exclusive risk of the user, and neither Stanford University, nor Systems Change for Advancing Learning and Equity (SCALE) at Stanford University, nor the National Student Support Accelerator shall have any liability for any claim, act, or omission arising out of or in connection with the use of the database.
The inclusion of an organization's information in the Tutoring Database does not indicate that Stanford University, Systems Change for Advancing Learning and Equity (SCALE) at Stanford University, the National Student Support Accelerator, or any individual associated with these entities endorse or support that organization. The National Student Support Accelerator includes all tutoring programs it is aware of in the Tutoring Database. In contrast, the Accelerator uses the following inclusion criteria for academic intervention materials. To be included, interventions must: 1) have a randomized control trial or quasi-experimental study, 2) that produced an effect size of +0.20 or greater OR 3) have particularly high-quality instructional materials but do not yet have RCT or QES research.