Join this invitation-only gathering of researchers, district, state, and higher education leaders, tutoring providers, and funders to:
You can’t argue with data. Research shows that high-dosage tutoring is one of the most effective ways to help students make academic progress. Yet few students actually receive it. A recent study from Stanford University demonstrated the many positive effects of tutoring, including increased reading and math scores, attendance and a feeling of belonging. Teach For America’s (TFA) tutoring program, the Ignite Fellowship, finds and develops tutors who connect virtually with students during the school day. Fellows, who are paid for their work, are supported by a school-based veteran educator to customize instruction. Seventy-one percent of the 3,500 students across the country being tutored by Ignite fellows meet their semester-long reading and math goals.
“This is most likely to happen if parents both want this and believe that they can get this – and deserve to get this – at school,” says Susanna Loeb, a professor of education at Stanford University in California.
Amid the flurry of activity in recent years, researchers and policy advocates are increasingly pointing to a specific kind of tutoring as the most effective. Known as “high-impact” or “high-dosage,” it generally refers to tutoring that happens at least three times a week for 30-minute sessions with groups of four or fewer students. And if it occurs during the regular school day? Even better.
The Bay Area Tutoring Association (BATA) is proud to host Silicon Valley High Dosage Tutoring Summit, a groundbreaking event designed to elevate the conversation on this critical academic intervention.
BATA is scheduled to host the Silicon Valley High Dosage Tutoring Summit on Friday October 11, 2024, at the Santa Clara County Office of Education. The summit will bring together various stakeholders including educators, policymakers, researchers, parent advocates, and funding organizations. Click here to register
The high-impact tutoring provider wins large district and state partnerships to address the literacy and numeracy crisis among K-8 students
Building on its success within New York City Public Schools, the largest school district in the country, Braintrust Tutors is now well-positioned to extend support to tens of thousands of high-risk students in the Los Angeles Unified School District, Boston Public Schools, Detroit Public Schools Community District, and across the state of Tennessee.
I spent the past year visiting Jackson and eight other schools across three states and the District of Columbia to understand how and why their successful tutoring programs work and the challenges they’ve had to navigate. Our FutureEd study also included dozens of conversations with educators, school district leaders, providers, researchers and others who have turned to tutoring to combat learning loss after COVID.
Preliminary findings from research conducted by the National Student Support Accelerator at Stanford University provide evidence that high-impact tutoring has positive attendance benefits for DC students. The District is also seeing early signs of academic impact as well, with at-risk students who receive the appropriate amount of high-impact tutoring nearly 7% more likely to achieve their growth goals than at-risk students receiving less tutoring, according to interim assessment data.
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:
The following list serves as a compilation of potential resources. CDE strongly recommends that school districts conduct thorough vetting to ensure alignment with local guidelines for instructional materials. By school districts ensuring customized interventions for their distinct needs and standards, they can establish a resilient foundation for academic success in mathematics.
High-impact tutoring offers personalized attention, targeting individual learning gaps.
Many districts sought to provide students with high-impact tutoring in response to pandemic-induced learning needs. Some started earlier than others, and we aimed to learn from the experiences of the early adopters to help inform a smoother implementation among those beginning the process later. During the 2021-22 school year, we partnered with school districts, tutoring providers, and quarterback organizations that support implementation across districts to learn from their efforts in implementing tutoring.
A two-year grant of $1,000,000 to the National Student Support Accelerator (NSSA), a program devoted to translating research on how tutoring can benefit students into action. This grant will strengthen the high-impact tutoring ecosystem by supporting NSSA in disseminating research on what makes tutoring programs effective to state and local education agencies, ensuring that evidence-based tutoring reaches the students who need it most.
Proposes the establishment of the High Efficiency Accelerated Learning (HEAL) Grant Program and the Tutoring Advisory Commission. HEAL is intended to provide high-impact tutoring opportunities to students around the state in order to mitigate the effect of learning loss or interrupted learning as a result of the COVID-19 pandemic. The Tutoring Advisory Commission is responsible for overseeing the development, implementation, and evaluation of the HEAL program.
The Tutoring Quality Improvement System (TQIS) Self-Assessment provides tutoring programs* with a rapid, free, and research-based assessment of their program’s quality by comparing the tutoring program’s characteristics and activities to the TQIS Quality Standards.
Join this webinar to better understand what drives effective tutoring and the recent research about On-Demand Tutoring from Carly Robinson, Postdoctoral Research Associate at the Annenberg Institute at Brown University.
Dr. Robinson will be joined by LaMarlon J. Wilson, Executive Director of Instruction, Professional Development & Technology of the Mississippi Achievement School District, and Susanne Cramer, Executive Director of School Improvement of Omaha Public Schools to share the practical implications for successful implementation of tutoring in their districts.
