Tutoring is getting kids excited about school. Educators want to make it permanent.

By Jackie Valley Staff writer'

Christian Science Monitor

Aug. 27, 2024, 2:24 p.m. ET

Summary of "Tutoring is Getting Kids Excited About School. Educators Want to Make it Permanent" by Jackie Valley

In her article, "Tutoring is Getting Kids Excited About School. Educators Want to Make it Permanent," published on August 27, 2024, Jackie Valley explores the rising enthusiasm for tutoring as a key component of post-pandemic education. After many schools in Washington, D.C., introduced intensive tutoring programs to address learning gaps exacerbated by COVID-19 closures, staff observed an unexpected benefit—higher student attendance. This shift, coupled with improvements in math and reading scores, has led educators to consider making tutoring a permanent feature in public schooling.

Tutoring as a Post-Pandemic Strategy

In the aftermath of pandemic-related learning disruptions, many U.S. school districts turned to tutoring as a solution for students falling behind. Once viewed as a luxury for wealthier families, tutoring has now become more mainstream. The success of these tutoring programs, particularly in Washington, D.C., has prompted educators and researchers to advocate for integrating tutoring into the regular school day.

Susanna Loeb, a professor of education at Stanford University, supports this shift, suggesting that widespread access to tutoring will happen if parents believe they can and should receive this support for their children in schools.

High-Impact Tutoring

Not all tutoring programs are equally effective. Researchers and education policy advocates have identified “high-impact” or “high-dosage” tutoring as the most beneficial. This approach involves tutoring sessions at least three times a week, lasting 30 minutes, and with groups of no more than four students. Importantly, in-school tutoring—where students receive support during the regular school day—yields the best results.

According to Liz Cohen, policy director for FutureEd, a Georgetown University think tank, in-school tutoring not only improves academic outcomes but also fosters student-adult relationships, helping to mitigate feelings of isolation that many students experienced during the pandemic. These strong relationships contribute to a more positive school culture and increased engagement from students.

Impact on Student Attendance and Achievement

One of the most surprising outcomes of Washington, D.C.’s high-impact tutoring initiative has been its effect on student attendance. In schools where the tutoring program was implemented, students were 7% less likely to be absent on days they had a tutoring session. This suggests that tutoring may have more than just academic benefits—it may also boost overall school engagement.

The academic results have also been impressive. For example, at Moten Elementary School, a high-poverty school that implemented intensive tutoring for all students from kindergarten through fifth grade, English language arts proficiency increased from 13% to 52% within two years. In math, the percentage of students learning at grade level grew from 39% to 62%. These gains highlight the effectiveness of targeted, in-school tutoring in narrowing the achievement gap.

Future Challenges and Sustainability

With pandemic relief funds expiring, the sustainability of tutoring programs is a key concern. Washington, D.C.'s high-impact tutoring program was supported by a three-year, $33 million investment from the Office of the State Superintendent of Education, along with $13 million from the school district. As these funds dwindle, districts must find new funding sources to maintain these programs.

Susanna Loeb expresses optimism that districts will prioritize securing the necessary resources to continue tutoring, given its demonstrated success in improving academic performance and engagement. The challenge will be finding long-term solutions to fund these programs, which many educators now see as essential to closing learning gaps and fostering student success.

Original Article

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OpenAI. (2024). ChatGPT (4) [Large language model]. https://chat.openai.com