Revitalizing Education with Tutoring: Are Increased Numbers Enough?
By Daniel Mollenkamp, October 23, 2024
The aftermath of the COVID-19 pandemic presented schools with a daunting challenge: how to address the academic struggles students faced upon returning to in-person learning. As the nation observed a worrying decline in test scores, many feared that students were floundering.
In response, education leaders sought a solution in the form of tutoring services, particularly high-dose tutoring—a research-supported approach involving small, focused groups. Initially, educational institutions quickly invested federal relief funds into various tutoring programs, some less vetted than others, creating an opportunistic landscape for tutoring companies.
However, educational professionals soon began refining their approach, prioritizing evidence-based tutoring models. Despite substantial investment, questions linger about the efficacy of these efforts, especially as schools pivot to alternative funding as federal relief wanes. Some innovative programs are now tapping federal work placement funds, enlisting college students as tutors to not only support K-12 students but also nurture future educators.
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Many anticipated that national leadership might spur further progress. During the 2022 State of the Union address, President Joe Biden advocated for a significant increase in tutors, coaches, and mentors. This initiative appears successful, as a collaborative report from Johns Hopkins and the RAND Corporation reveals that educational institutions have exceeded this target ahead of schedule. The call was for 250,000 additional personnel by summer 2025; to date, 323,000 have been recruited.
During a recent White House event, the administration celebrated this achievement as evidence of their commitment to student success. Michael D. Smith, CEO of AmeriCorps, remarked, “The surpassing of President Biden’s call is a clear indicator of the strength of the American spirit and our collective dedication to the future of our youth.”
With an influx of volunteers poised to reinforce district efforts, the question remains: will this be sufficient to counteract declining academic performance amid disappearing federal funds?
A Step Forward
Antonio Gutierrez, co-founder of Saga Education, an organization dedicated to high-dose tutoring, acknowledges the administration’s role in mobilizing volunteers. This is a vital step towards addressing post-pandemic educational needs, yet the outcomes vary.
According to the Johns Hopkins report, 12,700 schools have increased high-intensity tutoring. Additionally, 34% of surveyed principals claimed more students had access to tutoring in the 2023-2024 year compared to the previous year.
The effectiveness of these efforts, however, remains complex. Recent evidence suggests that high-impact tutoring can significantly improve student outcomes, particularly in mathematics, when conducted consistently during school hours.
Despite these promising results, insights from a meta-analysis by Brown University’s Annenberg Institute caution that the scalability of programs can reduce effectiveness. Larger initiatives see diminished benefits, highlighting the variability in program success depending on implementation.
Technology also plays a role in the evolution of personalized learning. While AI-driven initiatives like the Los Angeles School District’s “Ed” chatbot encountered setbacks, adaptive learning tools such as Khanmigo offer potential benefits. However, Gutierrez emphasizes that human interaction remains crucial in tutoring, underscoring the importance of the tutor-student relationship in fostering learning.
In sum, while the surge in tutors reflects progress, Gutierrez concedes that substantial efforts are still needed to secure lasting educational change.
Original Source: EdSurge Article
