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04/27/2022. Article
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.
03/28/2022. Article
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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.
03/19/2022. Article
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.
03/03/2022. Article
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.
02/16/2022. Article
02/16/2022. Article
02/09/2022. Article
A group of educators who provide the Accelerator with feedback on our tools, technical assistance, materials, and communications was interviewed by Brent McKim, President of the National Council of Urban Education Associations (NCUEA) regarding their perspective on high-impact tutoring.
02/02/2022. Article
During the two years that COVID-19 has upended school for millions of families, education leaders have increasingly touted one tool as a means of compensating for lost learning: personalized tutors. As a growing number of state and federal authorities pledge to make high-quality tutoring available to struggling students, a new study demonstrates positive, if modest, results from an experimental pilot that launched last spring.
01/31/2022. Article
Research shows that tutoring, particularly high dosage tutoring where students receive multiple 30- to 60-minute sessions per week, is effective in helping students who have fallen behind, according to a report from the Annenberg Institute at Brown University.
01/05/2022. Article
When considering how schools can best support middle and high schoolers struggling with either the foundational skills of reading or reading comprehension, experts point to a research-backed strategy that can help close academic gaps: high-impact tutoring.
The term refers to an intensive form of tutoring that is offered through a school, is informed by data on individual students’ needs, aligns to classroom work, and can be effective in getting students to grade level faster. Yet few districts have been able to implement that kind of programming prior to the pandemic because of such challenges as cost and staff shortages. New federal relief funds are helping more districts explore the possibility.
12/23/2021. Article
Consider Saga Education, the high-dosage math tutoring program we founded and lead. About 30 percent of our tutoring fellows – recent college graduates and seasoned professionals alike – have used their work with us as springboards to jobs in the classroom. Most arrive with no training or experience in education, only an aptitude for algebra and an eagerness to support students. After being embedded in a school for a year or more, many discover a passion for teaching they never knew they had.
12/22/2021. Article
Studies are few and mixed about the effectiveness of online versus in-person tutoring, but “many districts are struggling to recruit a sufficient number of tutors locally – especially those districts in rural areas or those that are focusing on higher-level or more technical courses such as calculus. While in-person tutoring may be preferred, for some locations and courses virtual is the best option,” Susanna Loeb, director of the Annenberg Institute at Brown University and education professor, tells SmartBrief.
12/10/2021. Article
“Many educators are understandably exhausted from these past 18 months of school disruptions,” said Susanna Loeb, director of the Annenberg Institute at Brown University. “Implementing a new program — no matter how much funding is available for it or how much research supports its effectiveness — takes effort.”
12/01/2021. Article
High-dosage/low ratio tutoring has “consistently proven to accelerate achievement as quickly as possible” for all students regardless of their demographics, age, or whether they are from rural, suburban or urban areas, said Penny Schwinn, the state’s education commissioner.
Indeed, research shows that tutoring programs that serve children in small groups with regular, frequent sessions can increase learning by up to 10 months, according to a synthesis of research by Brown University’s Annenberg Institute for School Reform.
11/23/2021. Article
Dr. Carly Robinson, a Postdoctoral Research Associate at the Annenberg Institute at Brown University, shares the research and best practices school systems should use in their tutoring strategy this year to address unfinished learning from COVID-19. Haughton Elementary School in Bossier Parish is spotlighted during the What’s Making Me Smile segment for their fun and engaging instruction.
11/22/2021. Article
Relationships like that take time to develop. “It is often easier to train a tutor on content than it is to train a tutor on relationship-building and tutoring approach,” Susanna Loeb, director of the Annenberg Institute at Brown University and education professor, tells SmartBrief, noting that content knowledge is more of a factor when working with upper-grade math students or multilingual students.
11/15/2021. Article
11/01/2021. Article
Millions of students, including those with disabilities, have experienced interrupted instruction due to school closures and shifts between remote and hybrid learning models. This webisode discussed the role that evidence-based tutoring programs can play within a Multi-Tiered System of Supports (MTSS) to address a range of student needs and accelerate learning for all students and with an emphasis on students with disabilities. Jen Krajewski from ProvenTutoring and Dr.
08/23/2021. Article
The National Student Support Accelerator is releasing the High-Impact Tutoring: District Playbook (the Playbook), a downloadable online manual with detailed instructions about how to implement a high-impact tutoring program. The Playbook offers practical advice about everything from assessing what content tutoring should cover to estimating budgets to embedding tutoring in a school schedule. With checklists, suggested timelines and structured ways to tackle complex decisions such as whether districts should partner with existing tutoring organizations or build their own in-house programs, the Playbook aims to make the project of implementing high-impact tutoring less daunting and easier.
08/18/2021. Organization
Tutor Matching Service is the tutor management platform from Study Edge, a learning science company committed to improving the entire education continuum, from K-12 to college and beyond. For K-12 students specifically, one-on-one tutoring has been shown to have a significant impact on overall student performance.
08/12/2021. Article
Nearly $2 billion in federal pandemic aid is landing in the bank accounts of Dallas-area schools to help students recover from the pandemic.
The money — which state leaders announced this spring would flow to Texas schools — has a few strings attached. Districts must spend it on addressing student needs.
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07/31/2021. Article
DISD is part of a national collaborative working with researchers at Brown University to study how to maximize the impact of tutoring. Brown’s National Student Support Accelerator points to research showing that tutoring interventions can translate to between three and 15 additional months of learning.
07/24/2021. Article
As states, districts, and schools start to plan interventions and support for students for the ‘21-’22 school year, we are offering a 4-hour workshop to support state and district leadership teams in launching tutoring programs. We will work to provide support for leaders to develop the parameters around program design, human capital and communication, and share our resources and recommendations developed over 17 years in regards to professional development, curriculum and measurements of success. Saga Education stands out as a proven leader of the field in high-dosage, high-impact tutoring programs.
06/29/2021. Article
The American Rescue Plan requires states to spend at least 5 percent of the money allotted for K-12 schools— about $6 billion nationwide—on helping students make up for lost instructional time. Similarly, local school districts must spend at least 20 percent of their allocation on this objective. High-impact tutoring is an evidence based strategy proven to boost academic achievement, social-emotional development, and other outcomes. While tutoring can take many forms and often includes a mentoring component, Brown University’s National Student Support Accelerator defines high-impact tutoring as “a form of teaching, one-on-one or in a small group, toward a specific goal” that supplements, but does not replace, classroom instruction.
06/09/2021. Article
With the return to in-person learning in sight, K-12 leaders are urgently setting priorities for the coming school year. Each spring, educators are eager to find that “just right” approach to their biggest challenges. As a former middle and high school principal, I know that’s especially true after a tough year—and no year has been tougher than this one.
For many leaders, accelerating student learning is top-of-mind, and one method that has garnered a lot of recent attention is high-impact tutoring. The National Student Support Accelerator, founded this year at the Annenberg Institute at Brown University to promote and support high-impact tutoring, defines it as one-to-one or small-group support that supplements classroom learning and complements existing curriculum by focusing on specific goals in response to individual students’ needs. This kind of tutoring is also known as “high-intensity tutoring” or “high-dosage tutoring.”
06/04/2021. Article
The Annenberg Institute received a $999,260 grant from the Bill and Melinda Gates Foundation last month to fund the National Student Support Accelerator. The NSSA research aims to strengthen and grow high-impact tutoring programs and opportunities for K-12 students nationwide. This funding will support the project for two years.
05/19/2021. Article
The new National Student Support Accelerator, housed at the Annenberg Institute at Brown University, launched to accelerate the growth of high-impact tutoring opportunities for K–12 students in need. The accelerator coordinates and synthesizes tutoring research and uses that research to develop publicly available tools and technical assistance to support districts and schools to develop high-impact tutoring programs for students.
05/17/2021. Article
“This is a big infrastructure commitment,” Little said. “Dallas ISD — and no district really — has tried to have that many tutors come in a short amount of time. We’re going to have to be really creative and exhaustive in exploring every avenue to source tutors.”
DISD will partner with Brown University’s National Student Support Accelerator, Little said, as it moves forward. The initiative works to create effective, research-based tutoring programs across the country.