Is High-Dosage Tutoring Going to High-Needs Students?

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 4
  In Roundtable Session: Exploring the Effectiveness and Implementation of High-Dosage Tutoring (Table 7)

Abstract

Post-COVID, schools faced decisions on ESSER dollar allocation to address learning loss, focusing on interventions for high-need students. This study evaluates the impact of high-dosage tutoring (HDT) on struggling students. Using federal data, we compared schools receiving tutoring funds with others, revealing significant differences: lower enrollment (t=-2.697, p=0.018), higher student poverty (t=5.501, p=0.000), lower academic performance in reading (t=-8.361, p=0.000) and mathematics (t=-11.569, p=0.000), and fewer certified teachers (t=-4.075, p=0.001). High-dosage tutoring emerges as a crucial intervention to mitigate these disparities. There’s a strong need for targeted funding and strategic implementation to improve educational outcomes in the most affected schools.

Authors

• Nicole Carmichael, State of Delaware

• Jason Godfrey, Harvard University