Read on Twitter
An idea has captured my imagination.
Could we equalize access to tutoring by integrating it into the public school system?
We envision a blueprint for tutoring at a national scale to inform whether this is a goal we can & should pursue.
https://www.edworkingpapers.com/ai20-335
A thread . .
Could we equalize access to tutoring by integrating it into the public school system?
We envision a blueprint for tutoring at a national scale to inform whether this is a goal we can & should pursue.
https://www.edworkingpapers.com/ai20-335
A thread . .
2/ The short version of our vision for taking tutoring to scale via @FutureEdGU. https://www.future-ed.org/the-case-for-a-national-student-tutoring-system/
3/ Our premise is that all students could benefit from individual instruction & that attempts to scale tutoring to address COVID-19 learning loss might be most successful & sustainable if they are part of an effort to incrementally integrate tutoring into the public school system
4/ Even an exercise in envisioning national tutoring is prime for critique. The history of education reform is littered with failed attempts to take promising ideas and evidence-based programs to scale. We should be clear-eyed about this reality.
5/ Tutoring is not a silver bullet, but if we can scale even reasonably good tutoring with just half the average impact found in the research literature, that would meaningfully benefit students.
6/ Tutoring is among the most effective education interventions ever to be subjected to rigorous evaluation. The average effect of tutoring programs found in meta-analyses is equivalent to moving a student at the 35th percentile of the achievement distribution to the 50th.
7/ Multiple meta-analyses of RCTs find large effects of tutoring. See great work by @POreopoulos @RobertSlavin & many others.
Summaries via:
@EducEndowFoundn
https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/small-group-tuition/
@JPAL_NA
https://www.povertyactionlab.org/sites/default/files/publication/Evidence-Review_The-Transformative-Potential-of-Tutoring.pdf
Summaries via:
@EducEndowFoundn
https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/small-group-tuition/
@JPAL_NA
https://www.povertyactionlab.org/sites/default/files/publication/Evidence-Review_The-Transformative-Potential-of-Tutoring.pdf
8/ Where would we find enough tutors?
We imagine a tiered structure: high school students would tutor in elementary schools via an elective class, college students in middle schools via federal work-study, and full-time college graduates in high schools via AmeriCorps.
We imagine a tiered structure: high school students would tutor in elementary schools via an elective class, college students in middle schools via federal work-study, and full-time college graduates in high schools via AmeriCorps.
9/ Our blueprint is centered on ten core design principles and the expansion of existing federal organizations to support adoption, while providing for local ownership over key implementation features.
10/ We envision an incremental, equity-based expansion process that prioritizes limited funding and tutor supply for schools serving communities that have been most severely affected by the pandemic & learning loss.
11/ So what might it cost?
Our **estimates** of scaling school-wide tutoring suggest that a range of targeted approaches, e.g. focusing on K-8 Title I schools, would cost between $5 & $15 billion annually.
Per-pupil costs differ by tutor type, ranging between $650 and $1,500.
Our **estimates** of scaling school-wide tutoring suggest that a range of targeted approaches, e.g. focusing on K-8 Title I schools, would cost between $5 & $15 billion annually.
Per-pupil costs differ by tutor type, ranging between $650 and $1,500.
12/ The blueprint is predicated on a fundamental shift in our collective norms about what schools do. For this to happen, administrators, teachers, students, & parents would need to view individual instruction via tutoring as a core part of students’ schooling experience.
13/ We know the idea is BIG and fraught with implementation challenges, but nothing has ever been accomplished that wasn’t first imagined.
14/ I am so grateful for the intellectual partnership of Grace Falken on this project as well as for the contributions of my entire team of undergraduates, predocs & postdocs at @BrownEduDept @AnnenbergInst.
15/ I am also grateful to so many scholars & practitioners who shared their expertise & entertained our wild ideas. Thank you @profsimonb @angeladuckw @AllisonFGilmour @saragoldrickrab @rickhess99 @NateJones_BU @rkelchen @loeb_susanna @MichaelPetrilli @bjfr @Carly__Robinson . .
16/ . . . and @Todd_Rogers_ @jscottclayton @RobertSlavin @VivianT88 @PaulvonHippel @dougwebberecon @MimiArnoldLyon @JoshBleiberg @AlexBolves @SagaEducation @brightpath @MatchCorps @MatchEducation @theBlueEngine @ServeMN & many others. Thank you.
17/ Don't miss @matt_barnum's review of the latest data on learning loss and discussion of our tutoring blueprint via @Chalkbeat. https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools
18/ An important counterpoint on the perils of scaling tutoring by Mike Goldstein & @bowen_paulle echoing @arotherham's cautionary blog. Any effort to scale tutoring will have to engage seriously w/ these realities
https://www.eduwonk.com/2020/10/tutoring.html
@educationgadfly https://fordhaminstitute.org/national/commentary/vaccine-makings-lessons-high-dosage-tutoring-part-i
https://www.eduwonk.com/2020/10/tutoring.html
@educationgadfly https://fordhaminstitute.org/national/commentary/vaccine-makings-lessons-high-dosage-tutoring-part-i
19/ And this deep dive piece about college tutors from UPenn working in Philadelphia Public Schools is a must read by @chelsey_zhu via @34ST. https://www.34st.com/article/2019/10/tutoring-programs-netter-center-philadelphia-public-schools-training-white-savior-pilots-transitory-disparity-inequality-students
