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How to Build It and Ensure They Will Come: Educators' Advice on High-Dosage Tutoring Programs

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Název: How to Build It and Ensure They Will Come: Educators' Advice on High-Dosage Tutoring Programs
Jazyk: English
Autoři: Marissa Strassberger, Barbara Condliffe, MDRC, University of Chicago, Education Lab
Zdroj: MDRC. 2024.
Dostupnost: MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Peer Reviewed: N
Page Count: 18
Datum vydání: 2024
Sponsoring Agency: Crown Family Philanthropies
Druh dokumentu: Reports - Research
Descriptors: Tutor Training, Tutorial Programs, Tutoring, Tutors, Barriers, Program Effectiveness, Small Group Instruction, Student Attitudes, School Personnel, Teacher Attitudes, Time Management, Scheduling, Time on Task
Geografický termín: Illinois (Chicago)
Abstrakt: High-dosage tutoring-defined as consistently scheduled tutorials during the school day in which students work with a trained tutor in small groups (for example, four students to one tutor) at least three times per week--is among the most promising educational interventions for improving student learning. Despite their appeal, high-dosage tutoring programs can be challenging to deliver; in particular, research has shown that it is difficult to ensure that students participate in the expected number of tutoring sessions per week. Students can only benefit from tutoring interventions if they are able to attend. The Personalized Learning Initiative (PLI)--led by the University of Chicago Education Lab in collaboration with MDRC--seeks to understand how school districts can expand the benefits of high-dosage tutoring (and more affordable alternatives). This brief elevates the perspectives of school staff members and tutors at schools that are part of PLI. Hearing from people who are directly involved in the delivery of tutoring programs can bring to the surface new and innovative ideas and can help to ensure that those ideas are feasible for school staff members to implement. During the 2022-2023 school year, the PLI research team conducted an implementation study in two urban school districts--Chicago Public Schools and Fulton County Schools in Georgia--to explore how participating elementary, middle, and high schools implemented high-dosage tutoring programs during the school day. The research team fielded surveys and conducted semistructured interviews with school staff members and tutors who were involved with high-dosage tutoring programs. This brief is based on surveys from 30 schools and interviews from a subsample of 18 schools. Drawing on staff members' insights, the brief offers recommendations that schools and district offices can use to help students receive the intended amount of their school-day tutoring programs. [The Personalized Learning Initiative receives substantial support from Accelerate--The National Collaborative for Accelerated Learning, which is supported by Citadel founder and CEO Kenneth C. Griffin and Griffin Catalyst, Arnold Ventures, the Bill & Melinda Gates Foundation, Overdeck Family Foundation, and the Walton Family Foundation. Additional funding comes from the AbbVie Foundation, Crown Family Philanthropies, Citadel founder and CEO Kenneth C. Griffin and Griffin Catalyst, IMC Chicago Charitable Foundation, and Vivo Foundation.]
Abstractor: As Provided
Entry Date: 2024
Přístupové číslo: ED658304
Databáze: ERIC
FullText Text:
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  Data: How to Build It and Ensure They Will Come: Educators' Advice on High-Dosage Tutoring Programs
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  Data: MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
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  Data: <searchLink fieldCode="DE" term="%22Tutor+Training%22">Tutor Training</searchLink><br /><searchLink fieldCode="DE" term="%22Tutorial+Programs%22">Tutorial Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Scheduling%22">Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22Time+on+Task%22">Time on Task</searchLink>
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  Data: High-dosage tutoring-defined as consistently scheduled tutorials during the school day in which students work with a trained tutor in small groups (for example, four students to one tutor) at least three times per week--is among the most promising educational interventions for improving student learning. Despite their appeal, high-dosage tutoring programs can be challenging to deliver; in particular, research has shown that it is difficult to ensure that students participate in the expected number of tutoring sessions per week. Students can only benefit from tutoring interventions if they are able to attend. The Personalized Learning Initiative (PLI)--led by the University of Chicago Education Lab in collaboration with MDRC--seeks to understand how school districts can expand the benefits of high-dosage tutoring (and more affordable alternatives). This brief elevates the perspectives of school staff members and tutors at schools that are part of PLI. Hearing from people who are directly involved in the delivery of tutoring programs can bring to the surface new and innovative ideas and can help to ensure that those ideas are feasible for school staff members to implement. During the 2022-2023 school year, the PLI research team conducted an implementation study in two urban school districts--Chicago Public Schools and Fulton County Schools in Georgia--to explore how participating elementary, middle, and high schools implemented high-dosage tutoring programs during the school day. The research team fielded surveys and conducted semistructured interviews with school staff members and tutors who were involved with high-dosage tutoring programs. This brief is based on surveys from 30 schools and interviews from a subsample of 18 schools. Drawing on staff members' insights, the brief offers recommendations that schools and district offices can use to help students receive the intended amount of their school-day tutoring programs. [The Personalized Learning Initiative receives substantial support from Accelerate--The National Collaborative for Accelerated Learning, which is supported by Citadel founder and CEO Kenneth C. Griffin and Griffin Catalyst, Arnold Ventures, the Bill & Melinda Gates Foundation, Overdeck Family Foundation, and the Walton Family Foundation. Additional funding comes from the AbbVie Foundation, Crown Family Philanthropies, Citadel founder and CEO Kenneth C. Griffin and Griffin Catalyst, IMC Chicago Charitable Foundation, and Vivo Foundation.]
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      – Text: English
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        PageCount: 18
    Subjects:
      – SubjectFull: Tutor Training
        Type: general
      – SubjectFull: Tutorial Programs
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Small Group Instruction
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      – SubjectFull: Student Attitudes
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      – SubjectFull: School Personnel
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Scheduling
        Type: general
      – SubjectFull: Time on Task
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      – SubjectFull: Illinois (Chicago)
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      – TitleFull: How to Build It and Ensure They Will Come: Educators' Advice on High-Dosage Tutoring Programs
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