Accelerating Student Learning with High-Dosage Tutoring

1 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 .

2 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.

3 However, moving beyond thisnumber can quickly become small groupinstruction, which is less personalized and requiresa higher degree of skill to do well. One-to-onetutoring is likely most effective but also more SIZEB ecause the skills required for Tutoring are differentfrom the skills required for effective classroomteaching, a wide variety of tutors (includingvolunteers and college students ) can successfullyimprove Student outcomes, if they receive adequatetraining and ongoing have found Tutoring to be effective atall grade levels even for high school students whohave fallen quite far behind.

4 The evidence isstrongest, with the most research available, forreading-focused Tutoring for students in earlygrades (particularly grades K-2) and for math-focused Tutoring for older programs that support data use andongoing informal assessments allow tutors to moreeffectively tailor their instruction for high-quality instructional materials that arealigned with classroom content allows tutors toreinforce and support teachers interventions that are conducted duringthe school day tend to result in greater learninggains than those that are after-school or during A GLANCETHE

5 EVIDENCE BASEEdResearchFor Recovery2 DESIGN PRINCIPLES: Accelerating Student Learning WITH High-Dosage TUTORINGR igorous research provides strong evidence that High-Dosage Tutoring can produce largelearning gains for a wide range of students , including those who have fallen can meaningfully increase Learning for a wide variety of K-12 recent meta-analysis reviewed studies of Tutoring interventions that have been evaluated by randomizedcontrolled trials in the past few decades and found that, on average.

6 Tutoring increased achievement byroughly an additional three to 15 months of Learning across grade review of almost 200 rigorous studies found that High-Dosage Tutoring defined as more than threedays per week or at a rate of at least 50 hours over 36 weeks is one of the few school-based interventionswith demonstrated large positive effects on both math and reading effective Tutoring programs can be expensive, their large average effects make them highly cost effectiverelative to many other educational is one of the most effective ways to increase achievement for students from lower 2017 study examined interventions that aimed to improve educational achievement for elementary andmiddle school students from low socioeconomic backgrounds.

7 Of all the interventions examined, includingfeedback and progress monitoring, cooperative Learning , computer-assisted instruction, and mentoring ofstudents, Tutoring was most is projected to widen inequality in educational is likely to widen gaps in access to individualized research consistently finds evidence that the pandemic and initial school closures increased inequality ineducational outcomes across racial and socioeconomic lines, creating an urgency to identify programs andpolicies such as High-Dosage Tutoring to mitigate COVID Learning educational programs that show effects in smaller trials appear less effective when implemented for largegroups of students .

8 Large-scale Tutoring will not likely replicate the gains found in small-scale studiesevaluating Tutoring programs under ideal circumstances. However, studies of 15 larger-scale tutoringprograms serving between 500 and 7,000 students still found that these programs generated meaningfulgains (an average effect size of standard deviations). High-Dosage Tutoring can be scaled and still improve Student Learning High-Dosage Tutoring is an excellent strategy for addressing COVID-19 learningloss, students most likely to benefit from High-Dosage Tutoring are the least likely to haveadequate access without direct school or district pandemic substantially widened socioeconomic gaps in parents searches for online Learning resourcesduring spring 2020.

9 Wealthy families are also more likely to hire professional tutors to combat Learning loss,exacerbating gaps. students from lower-income families and schools will likely require additional attention andtutoring resources given lower levels of access to and engagement with supplemental Learning PRINCIPLES FOR EFFECTIVE TUTORINGEdResearchFor Recovery3 Tutoring is most likely to be effective when delivered in high doses through tutoringprograms with three or more sessions per week or intensive, week-long.

10 Small-group programs taught by talented interventions appear to be more effective as the number of Tutoring sessions per week andthe overall number of weeks most effective Tutoring interventions involve three or more sessions per week with sessions that last forabout 30-60 minutes per day. Studies have found little evidence that once-a-week Tutoring is sufficient togenerate meaningful effective Tutoring programs last for at least 10 weeks, but many last for the entire school , elementary students may benefit from shorter but more frequent sessions ( 20 minutes, five timesa week).