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04/13/2021. Research Study
This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first‐grade responsiveness‐to‐intervention prevention model. Struggling first‐grade readers (n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 (n = 212) were randomly assigned to receive Tier 2 small‐group supplemental tutoring (n = 134) or to continue in Tier 1 (n = 78). Progress‐monitoring data were used to identify nonresponders to Tier 2 (n = 45), who were then randomly assigned to more Tier 2 tutoring (n = 21) or one‐on‐one Tier 3 tutoring (n = 24). Tutoring in Tier 3 was the same as in Tier 2 except for the delivery format and frequency of instruction. Results from a latent change analysis indicated nonresponders to Tier 1 who received supplemental tutoring made significantly higher word reading gains compared with controls who received reading instruction only in Tier 1 (effect size = 0.19). However, no differences were detected between nonresponders to Tier 2 who were assigned to Tier 3 versus more Tier 2. This suggests more frequent 1:1 delivery of a Tier 2 standard tutoring program may be insufficient for intensifying intervention at Tier 3. Although supplemental tutoring was effective in bolstering reading performance of Tier 1 nonresponders, only 40% of all Tier 2 students and 53% of Tier 2 responders were reading in the normal range by grade 3. Results challenge the preventive intent of short‐term, standard protocol, multitiered supplemental tutoring models.
04/05/2021. Article
High-dosage tutoring is a research-based practice that can help schools and districts address learning gaps and accelerate learning. This guide highlights important implementation considerations that must be a part of any effective plan to launch high dosage tutoring in your school or district. Many of the practices and resources highlighted in this guide come directly from the National Student Support Accelerator (NSSA). Find a complete set of resources at the NSSA website.
04/05/2021. Article
The National Student Support Accelerator: Launched a new website that includes a summary of current tutoring research, a toolkit to make it easy to launch a new tutoring program or improve an existing tutoring program, and a tutoring program database, along with updated information on the Accelerator’s pilot sites and state-level policy recommendations.
03/18/2021. Article
A new policy brief examines the research evidence behind tutoring and what design principles for tutoring have shown to be important for boosting student achievement. The report is titled Accelerating Student Learning with High-Dosage Tutoring. It’s coauthored by Dr. Carly Robinson, Dr. Matthew Kraft and Dr. Susanna Loeb of the Annenberg Institute at Brown University, as well as Dr. Beth Schueler of the School of Education and Human Development at the University of Virginia.
03/08/2021. Article
The Education Lab conducted a study that demonstrates individualized, intensive (or “high-dosage”) tutoring can double or triple the amount of math high school students learn each year, increase student grades, and reduce math and non-math course failures. The findings, which are the result of an intervention developed by the non-profit organization Saga Education, come as school districts across America grapple with the pandemic’s academic fallout, including significant learning loss among students and the acceleration of pre-existing educational disparities.
03/08/2021. Article
“The pandemic closed a lot of schools and in the process created even greater inequalities in the access students have to good educational opportunities,” said Susanna Loeb, a professor of education at Brown who directs the Annenberg Institute. “Many students weren’t able to connect, both metaphorically — as in, they found virtual learning very difficult — and literally — as in, they didn’t have internet access or the right technology. We came in thinking: ‘What is out there that could really accelerate the learning of students in need so that they don’t lose months or years of progress?’”
03/01/2021. Article
There is near unanimous, bipartisan agreement that tutoring is among the most promising, evidence-based strategies to help students struggling with learning loss.
03/01/2021. Article
The COVID-19 pandemic has set back learning for millions of students and compounded educational inequities in our nation’s schools. Data suggest that the pandemic is disproportionately harming Black, Latinx, and low-income students.
12/03/2020. Article
The original form of personalized learning — tutoring — is about to take a giant step forward. Pandemic-era learning loss has motivated a group of national education leaders to develop an initiative to make "high-impact tutoring" available to all K-12 students, no matter whether their families can afford tutoring or not. When the National Student Support Accelerator, launched by the Annenberg Institute at Brown University, is fully running, it will consist of several components...
11/11/2020. Article
We are excited to share our plans for the National Student Support Accelerator!
The COVID-19 pandemic has widened existing educational inequities, causing an estimated 6 - 12 months of learning loss already. The National Student Support Accelerator’s vision is that all K-12 students in need have access to high-impact tutoring as part of their core educational experience that helps them learn and grow - to addressing COVID-19-related learning loss, and supporting academic success in the long term.