Emerging Evidence on Implementing High-Impact Tutoring at Scale

Session Type: Symposium

Abstract

Research consistently suggests that tutoring yields positive impacts on student achievement across various subjects and grade levels (Dietrichson, et al., 2017; Fryer, 2017; Nickow et al., 2020). However, effectively scaling tutoring initiatives to meet the needs of all students has not been well studied, and previous efforts were found to have little to no effect on student outcomes (Hienrich et al., 2014). This panel will explore high-impact tutoring as a potential approach to accessible and equitable individualized instruction to accelerate the learning of all students.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 9: Policy Implementation and Going to Scale

Chair

• Leiah J. Groom-Thomas, Stanford University

Papers

• Learnings From Extant Research on High-Impact Tutoring: A Systematic Review of Implementation Findings - Sara White, Vanderbilt University

• A Randomized Controlled Trial Examining the Impact of a District's Virtual, High-Impact Tutoring Initiative - Carly D. Robinson, Brown University

• Facilitators and Barriers to Implementing High-Impact Tutoring at Scale - Leiah J. Groom-Thomas, Stanford University

• Do Teachers Support High-Impact Tutoring? A Survey Experiment - Monica G. Lee, Stanford University

Discussant

• Patricia Burch, University of Southern California