Parent Engagement

Randomized controlled trial study conducted?

Springboard Collaborative


Springboard Collaborative closes the literacy gap by bridging the gap between home and school. We coach educators and family members to help kids learn to read by 4th grade. In doing so, we enable school communities to accelerate learning by harnessing the untapped teaching potential within families.

Program Description

Springboard's recipe for impact is a method we call Family-Educator Learning Accelerators (or FELAs). FELAs are 5-10-week cycles during which teachers and parents team up to help kids reach learning goals. Programming combines personalized reading instruction for PreK-3rd graders, weekly workshops training parents as reading coaches, and professional development for educators.

Type of service
Tutoring Program
Academic Intervention
Other type of service

Family Engagement

Year Started
Headquarter Location (City, State)
Philadelphia, Pennsylvania
States of Operation
New York,
Washington DC
Operation Locations
San Francisco, San Jose, Salinas, Modesto, Stockton, Fresno, Los Angeles, Oakland, Norwalk and Stamford, D.C., Wilmington, Baltimore, New York City, Philadelphia, Boston, Detroit
Most recent number of students served
Subject Offered
Grade Levels
1st Grade,
2nd Grade,
3rd Grade,
4th Grade
Languages Offered
During School
Out of School
Delivery Mode
Tutor-Student Ratio
Varies up to 15:1
Number of Sessions Per Week
Number of Minutes Per Session
Number of Weeks Per Program
Each FELA is a 5-10-week goal-setting cycle.
Does your program engage with parents?
Family Engagement Description

Parents participate in training and provide home-based instruction.

Organization Type
Customer Type
Cost to District/ School/ Non-Profit
Springboard charges a per school fee for partner support (i.e.: training and coaching) and a per student fee for resources (e.g.: curriculum, books, incentives, etc.). For Springboard's 'Premier' offering, the partner support package is $15K/school.
Cost to Student
Type of Tutor
Tutoring Staff
Randomized controlled trial (RCT) study conducted?
Quasi-experimental (QED) study conducted?
QED effect size
Students averaged 1.8 months of sustained reading growth with just 5 weeks of programming. Students who started below grade level. Rising 4th graders who started programming more than a year below grade-level averaged a 4.4-month gain in 5 weeks.
Contact Name
Jeff Feinman, VP of Partnerships

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.