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Last week, the Campaign for Grade-Level Reading held a national conversation about high-dosage tutoring, an evidence-based intervention for learning loss. On the panel — along with leaders from national organizations like ExcelinEd and The Education Trust — was John-Paul Smith, the executive director of the NC Education Corps, talking about state strategies to advance equitable learning recovery.
Three local universities were awarded federally supported grants totaling more than $1.5 million to start or expand “high-dosage” tutoring programs for local K-12 students in one-on-one or small group settings, according to the Ohio Department of Education.
The department said “high-dosage” tutoring is defined by the Annenberg Institute at Brown University as more than three days per week or at a rate of at least 50 hours over 36 weeks.
The US government has directed millions of dollars to K–12 education with the specific goal of getting students back on grade level after the instructional time lost during the pandemic. High-impact tutoring would be an effective use of that money.
Alan Safran is founder of Saga Education, nonprofit serving low income students through a unique approach to tutoring.
Kelly Gallagher-Mackay is an Assistant Professor in the Faculty of Liberal Arts at Laurier University. She believes that intentional and intensive school-embedded tutoring is key to mitigating learning impacts from the COVID-19 pandemic.
The Illinois Board of Higher Education and the Illinois State Board of Education are supporting a statewide tutoring initiative to address the learning needs of students. The Illinois Tutoring Initiative is based on High-Impact Tutoring Practices grounded in research from the National Student Support Accelerator.
Tutoring programs that have these characteristics make the greatest difference, according to research from the National Student Support Accelerator at Brown University.
A few key characteristics define the type of tutoring the program will provide. The tutors get formal training, and they meet with the same students over time to develop trust. Students spend at least three sessions a week with the tutors, on content that aligns with their classes.
Tutoring programs that have these characteristics make the greatest difference, according to research from the National Student Support Accelerator at Brown University.