Transcription of Accelerating Student Learning with High-Dosage Tutoring
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Accelerating Student Learning with High-Dosage Tutoring
EdResearchFor RecoveryACCELERATINGSTUDENT LEARNINGWITH HIGH-DOSAGETUTORINGEdResearch for Recovery Carly D. Robinson, Matthew A. Kraft, & Susanna Loeb | Annenberg Institute at Brown UniversityBeth E. Schueler | University of VirginiaDesign Principles SeriesPrograms that target lower-performing studentscan support those students who most needpersonalized instruction but can also create anegative stigma where Tutoring is perceived as apunishment. Programs that target all students in alower-performing grade level or school benefit frombroader organizational commitment and theperception that Tutoring is for everyone but aremore research has focused on in-person Tutoring ,but there is emerging evidence that Tutoring can beeffective when delivered at a MODEE nsuring students have a consistent tutor over timemay facilitate positive tutor- Student relationshipsand a stronger understanding of students PRINCIPLES FOR EFFECTIVE TUTORINGEdResearch for Recovery Design Principles - February 2021 EdResearchFor RecoveryFebruary 20211 Tutoring is most likely to be effective whendelivered in high doses through Tutoring programswith three or more sessions per week or intensive,week-long, small-group programs taught bytalented can effectively instruct up to three or fourstudents at a time.
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