As Virginia Rolls Out Ambitious Statewide High-Dosage Tutoring Effort This Week, 3 Keys to Success
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In the aftermath of the pandemic and its detrimental effect on student learning, tutoring has become increasingly popular. The National Student Support Accelerator at Stanford University has discovered that schools can enhance student progress by implementing a proven tutoring model. This model involves small groups of no more than four students who consistently meet with the same tutor during the school day, three times a week for 30 minutes per session, over the course of a semester or longer. Tutors should utilize a structured curriculum that assists students in learning material appropriate for their grade level while also addressing any individual gaps in knowledge and skills.
According to the Stanford researchers, when tutoring adheres closely to this model, elementary students make more than four months’ worth of reading progress, while high school students achieve more than 10 months of learning in math. This amount of progress equals an entire additional school year.
Against this backdrop, Virginia is launching a statewide high-dosage tutoring initiative called All in VA as part of a $418 million academic recovery package. The Virginia Department of Education recommends that 70% of these funds be allocated to tutoring, with Ignite Reading and Zearn being awarded contracts to provide reading and math tutoring, respectively. Districts are expected to commence these services by October 16.
All districts are required to offer tutoring to students in grades 3-8 who have failed or are at risk of failing their Standards of Learning exams. Within this group of students, districts have some flexibility in determining who receives tutoring.
Virginia follows in the footsteps of states like Tennessee and Ohio, which have already invested in tutoring. However, educators often encounter challenges in adhering to the recommended tutoring guidelines set by researchers. Many districts struggle to hire tutors, shift their mindset away from viewing tutoring as a voluntary before- or after-school supplement, and integrate it into the regular school day. Additionally, finding sufficient funding for the time, training, and materials required for high-quality tutoring can be a challenge. Therefore, Virginia would benefit from studying the lessons learned by policymakers in other states that have implemented their own tutoring initiatives. Here are three key lessons to consider.
Firstly, without clear communication from the state to districts and principals regarding the implementation of high-dosage tutoring, its effectiveness may be compromised. It is crucial for principals and teachers to receive explicit guidance on how to implement tutoring effectively, understand the benefits it can provide in relation to classroom learning, and integrate it successfully within the school day. Overcoming the traditional perception of tutoring as outdated and making adjustments to school schedules to accommodate tutoring can be complex. Teachers may be hesitant to allocate time for tutoring unless they fully comprehend how it can contribute to their students’ success in the regular classroom.
Secondly, when state education officials negotiate contracts with tutoring vendors, they should establish a connection between pay and student performance. Richmond Public Schools, one of Virginia’s largest school systems, has taken this approach after participating in the Southern Education Foundation’s training on outcomes-based contracts for districts. This ensures that schools and taxpayers receive value for their tutoring investments. This strategy has proven successful in Duval County, Florida, which also participated in the foundation’s training. By forming a contract with FEV Tutor, nearly 225 eighth-grade students were able to catch up and advance to ninth-grade algebra.
Lastly, when engaging virtual tutoring vendors through contracts, it is essential to have a robust plan in place to facilitate communication and collaboration with schools. For example, Ohio contracted with Zearn for math tutoring over the summer. Although the state allocated over $7.5 million in COVID relief funds for the program, some teachers were unaware of its availability, and participation was not mandatory. Effective communication is vital to overcome these challenges and ensure the success of tutoring initiatives.
In conclusion, as Virginia launches its high-dosage tutoring effort, it is crucial to consider the lessons learned from other states’ experiences. Clear communication, linking pay to student performance, and effective vendor collaboration are all key factors in ensuring the success of tutoring programs. By addressing these areas, Virginia can maximize the potential impact of its tutoring investments and support students in their academic recovery.
The principals believe that establishing connections with local individuals is beneficial for developing strong relationships between students and tutors, as well as for creating a pool of potential office staff and teacher assistants for hiring purposes.
In addition, the Chicago Public Schools has effectively divided the workload with their external tutoring partners. While vendors Amplify and Saga Education provide the curriculum and training for tutors, the district handles all hiring internally. This allows the district to combine part-time tutors at a reasonable cost of $20 to $22 per hour, while benefiting from the expertise and resources provided by established providers.
Virginia, like other states utilizing federal pandemic relief funds for tutoring programs, will soon face a financial conundrum. They will need to decide whether to cut funding from other areas in order to sustain the tutoring initiatives or to discontinue tutoring when the funds are depleted next year. Most states will likely explore various options to continue their investment in tutoring.
When the COVID relief funds run out, schools can explore alternative sources of federal funding. Established funding channels such as Title I (for low-income students), Title II (for training and professional development), and IDEA (Individuals with Disabilities Education Act) early intervention funds can be utilized. This amounts to a significant financial resource for supporting a proven strategy that helps students succeed academically and beyond.
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