425 Tutoring is a student-run organization that connects high school volunteer tutors with elementary school students looking for tutoring. Based in Washington State, students and parents can sign up for group tutoring sessions on the website. We will then assign high school tutors to reach out and conduct recurring virtual tutoring sessions via Zoom or Google Meets.
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.
We welcome additional organizations to join the database.
- 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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Access’ Self-Directed Learners' Tutoring Program is a 40-session, metacognitive learning development program that develops learning competence among each student in 40 sessions. Our goal is to help students develop fluency in literacy-based applications and in foundational self-directed study skills that aid learning. Another intent is to strengthen students' skills in self-directed learning strategies as well as to facilitate their ability to construct meaning from informational text. Our tutors are skilled in using a venerated cognitive science learning vehicle, Reciprocal Teaching, and in integrating cognitive strategies into the students’ learning process.
Because constructing understanding requires both cognitive and metacognitive elements, Access’ 40-session program is designed for students in grades 4-12. The program teaches and reinforces skills with the goal of accelerating students’ capacity to learn and improve their reading and writing competence. The summer program seeks to help students construct knowledge using cognitive strategies, guide, regulate, and evaluate their learning by using metacognitive strategies and provide students with a jump start for regular school programming.
For the past 10 years Bay Area Tutoring Association has been providing school day, after school, weekend and evening tutoring programs - both online and on premise. Our on premise programs occur during the school day in-class and after school in conjunction with youth development programs (YMCA, Boys & Girls Club etc,.). Core subjects are English, digital literacy, numeracy, reading comprehension and math. 1:7 tutor to student ratio. Depending on grade level, tutor to student ratio, our session lengths vary from 30 minutes to 90 minutes. We use school-approved curriculum, and also offer, Pearson, Edmentum and Leveled Literacy separately as needed. Our online tutoring programs are also offered during the day. We prefer to offer small group online programs in the evenings (after 6pm) so parents may observe and ask questions.
Our goal is to get all participants at grade-level proficiency or above in math and/or reading. We accomplish this via small-group tutoring for grades PK4-12 in in-school, after-school, summer, and virtual programs targeted primarily at low-performing schools and students in South Dallas and surrounding communities. Students receive individualized attention, achieve academic mastery in core subjects, and show demonstrable proof of applied learning that will ensure their academic success in middle school, high school, and beyond. Each student is assessed, followed by the development of a customized learning plan. Certified professionals, assisted by trained volunteers, provide two to three hours of weekly tutoring using integrated exercises, workbooks, and storybooks. Students develop self-discipline, focus, and ability as they progress at their own pace; promoting confidence in their own abilities.
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 CDF Freedom Schools® program provides summer and after-school enrichment through a research-based and multicultural program model that supports K-12 scholars and their families through five essential components: high quality academic and character-building enrichment; parent and family involvement; civic engagement and social action; intergenerational servant leadership development; and nutrition, health and mental health. The CDF Freedom Schools program incorporates the totality of CDF’s mission by fostering environments that support children and young adults (known as “scholars” in the CDF Freedom Schools program) to excel and believe in their ability to make a difference in themselves and in their families, schools, communities, country, and world with hope, education and action. By providing K-12 scholars with rich, culturally relevant pedagogy and high quality books that deepen scholars’ understanding of themselves and all they have in common with others in a multiracial, multicultural democratic society, CDF Freedom Schools programs further empowers scholars to believe in their ability and responsibility to make a difference while instilling in them a love of reading to help them avoid summer learning loss."
The AERO program consists of online assessments and progress monitoring tools and over 200 lessons across three levels. The AERO program uses online assessments to create and implement individualized instructional plans that are delivered in small groups of students (two to three students at a time). The AERO program includes curriculum-based measures that help AERO Instructors know which skills to focus on during the sessions and monitor students' mastery of taught concepts to make instructional adjustments. AERO's curriculum and assessment resources are housed on the Children Learning Institute's (CLI) online platform, CLI Engage, which allows the majority of the award gift to be allocated to instructional support for students and professional development for AERO implementation.
Connect Me provides free online tutoring and mentoring services to students who fit at least one of these criteria:
1) They are in a low income family (less than $60,000 yearly household income)
2) At least one parent/guardian of the student is an essential worker (as defined by the NCSL)
3) The student is in virtual/hybrid school due to the COVID-19 pandemic.
Students meet with their tutor at least once per week on a secured and monitored Zoom link, and have access to additional resources such as office hours.
CovEducation is a 501(c)(3) non-profit that works to connect mentors from higher education institutions with K-12 students affected by school closures. Our mentors not only serve as academic tutors but also as role models who foster non-academic interests and career exploration. We also compile free, web-based educational resources for students, families, and educators, as well as partner with schools and other non-profits to improve the learning experience of K-12 students.
EdEquityTH was built on the premise of free tutoring and lessons for underprivileged children. There are many people and children around the world who do not have access to quality education so we seek to do our part to help those who do not have access to quality education. Services are completely free and are entirely supported through volunteers, patrons and donations.
As an organization, we create videos and worksheets for a variety of courses/subjects at multiple levels such as math, english, history, chemistry, physics, biology, and SAT. We also offer live tutoring sessions for children, which is done with a single or small team of tutors.
High school tutors from across the Central New York area register through our website and are firstly interviewed. They are then paired with a student who is in need of tutoring. We hold tutoring sessions weekly on Saturday and Sunday at morning and evening times. Parents and tutors provide feedback through our optional session review forms.
Future Forward is an early literacy intervention that provides individualized one-on-one tutoring and family engagement for kindergarten through 3rd grade struggling readers. The program is traditionally implemented embedded in schools, though we have piloted both virtual and hybrid implementation models for distance intervention (please note: These models have not yet been rigorously evaluated).
GT matches Brandeis students with Waltham public school students (K-12) for free 1 on 1 tutoring in any academic subject on campus
Students are referred to GO based on academic and financial needs. Students are paired with a private tutor at no cost and begin a journey together that will last through middle school. Every student receives two, one-hour sessions per week over 30 weeks— resulting in 60 additional hours of individualized academic support and care in a safe and nurturing after-school environment. Tutoring takes place on-site, at the child's school, allowing a smooth end-of-day transition for students. The consistency and support provided change a child's academic trajectory in profound ways.
Additional academic and social-emotional support from a safe, stable, and reliable role model is critical for the future of our most vulnerable students.
GO Tutors meet with classroom teachers at the start of the year to set learning goals for their students. They observe students in the classroom and attend curriculum nights and parent-teacher conferences. This individualized system of support ensures the child's academic needs are met.
In addition to one-on-one tutoring, GO tutors serve as mentors. They are a bridge between home and school, partnering with parents and caregivers to provide enrichment opportunities for the family. Whether tickets to a play, a sporting event, visiting a museum, or receiving sponsorship for swimming or music lessons, this added level of trust, support, and opportunity transform students' feelings about school, their community, and life.
GO worked in partnership with the Ithaca City School District Bus Department until 2019, when the pandemic turned our world inside out. For 14 years, GO students were transported home at the end of their tutoring session, providing a smooth end-of-day transition for students whose families have little to no access to transportation. When ICSD suspended bus service, GO found creative ways to ensure students could continue tutoring after school and on-site, including membership with a local nonprofit organization, Ithaca Carshare. GO received emergency grant funds to cover the cost of transportation, and many tutors drove students home following their tutoring sessions.
Three years into the pandemic, GO continues to face transportation challenges. This year, several ICSD after-school programs have agreed to accept GO students into their programs at no cost, and many students will participate in a brand new initiative called The GO Club. Centrally located at BJM Elementary, The GO Club will be home to children from six elementary schools, allowing them to broaden their peer groups while building social skills in a cooperative learning environment. The ICSD bus department will once again provide the necessary transportation for GO students.
With a focus on improving educational equity and promoting a more just society, Helps Education Fund provides evidence-based programs and services that are free or low-cost and meaningfully advance student learning.
Hill Learning Center provides students and educators with the instruction, tools, and support they need to succeed in school, and in life. We serve students directly, and share the evidence based practices implemented in our school with educators everywhere via the Hill Learning System and educator professional development. Our signature program is HillRAP (Reading Achievement Program.) Hill Tutoring serves families with both individual tutoring and small-group classes that are built upon research, individualized instruction, and successful teaching techniques.
Our program matches West Michigan college students with one resettled refugee student in the Kalamazoo, MI area for 1:1 homework and general academic assistance. Homework-help is our basis, but we also utilize session times for fun interactive games to encourage social interaction in a time of such isolation.
Intutorly's volunteer tutors provide one-on-one tutoring to elementary and middle school students in need. All lessons are free of charge and offered online only at the student's convenience. Instruction is provided in a range of subjects, including reading, writing, math, science, and English as a second language. Students sign up by filling out a form on the website and then are matched with a tutor based on their individual educational needs and goals. Most tutors work with their students at least weekly for a minimum of 12 weeks.
Learning Bridge was created to help close the educational gap between children in foster care and their peers by providing one-on-one tutoring for kids who are struggling in school. The program began in August 2020. In February 2021 the nonprofit Learning Bridge that was created to sustain and grow the program. Our target demographic is youth in foster care in Kindergarten to 12th grade in Travis, Hays and Williamson Counties. The program is unique in its focus on foster kids, providing consistent academic support and coaching geared to their needs.
In response to COVID-19 school closures, Learning Lodge provides free virtual tutoring by connecting college volunteers with elementary and middle school students.
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.
For more than 20 years, the JCC has trained and paired hundreds of volunteer tutors with academically vulnerable students in Manhattan's public schools through our Literacy and Math tutoring programs. Their
objective is to help raise elementary, middle, and high school students’ reading and math scores to grade level. The majority of students come from low-income households and under-resourced communities, including students living in low-income housing facilities and in domestic violence and homeless shelters.
Masteryhour.org is a free, online tutoring program for K12 students, led by volunteers from colleges and universities, currently offered in English and Spanish. We use a mastery-based approach to ensure students advance at their own rate. All our tutors are trained in innovative teaching techniques including inquiry-based learning. anti-bias education, child-centered communication differentiating learning and cultivating a growth mindset. Volunteer professors and math teachers come to observe tutoring sessions and offer feedback and support to the student tutor volunteers. All the tutoring happens in the Mastery Hour zoom room. Students can drop in whenever they need tutoring and are paired with tutors in breakout rooms - or can stay in the main room for study hall (occasionally asking a question as needed). While we're starting with math offered twice a day in our zoom room, we hope to add more subjects and hours until Masteryhour.org is available 24 hours a day for free to any child who needs it.
Mission Acceleration deploys college students as Academic Guides in select communities across Misssissippi. These communities include: Oxford, Starkville, Jackson, Vicksburg, Long Beach, Starkville, and Tupelo. The program works through:
1. an evidence-based intervention with explicit, systematic 1:1 academic assistance (also known as high-dosage tutoring) in reading
2. a student-centered, personalized, digital literacy environment giving students access to more than 6,000 enhanced digital books matched to the students’ interest, grade, and Lexile® reading level to deliver appropriate texts for reading practice that can be monitored and assessed, as well as utilized for parent/child/academic guide engagement
3. a meaningful connection with a role model for academic, social, and emotional support.
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.
Our program utilizes high-school and college students to assist younger children that don't have the educational support they need to succeed and reach their potential in school. All meetings we hold are virtual as our tutors and students live across the country. Our sessions are usually held on ZOOM, and schedules for sessions are very flexible as they are agreed upon by the parent/guardian of the student and the tutor. We are open to any accommodations or suggestions you may have as a student or a tutor in the future.
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 Brown University nor the Annenberg Institute for School Reform at Brown 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 Brown University, nor the Annenberg Institute for School Reform at Brown 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 Brown University, the Annenberg Institute for School Reform at Brown 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.