ERIC Number: ED672475
Record Type: Non-Journal
Publication Date: 2024-Mar
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Scaling High-Impact Tutoring: School Level Perspectives on Implementation Challenges and Strategies. EdWorkingPaper No. 24-923
Alvin Makori; Patricia Burch; Susanna Loeb
Annenberg Institute for School Reform at Brown University
High-impact tutoring has emerged as a primary school district investment for addressing learning loss that occurred during the COVID-19 pandemic. While existing research shows that high-impact tutoring is effective for accelerating student learning, this study examined the school-level facilitators and barriers to scaling high-impact tutoring. Situated in an urban traditional school district and an urban charter management organization, we collected survey and interview data from teachers and administrators to identify scaling challenges. Major barriers to scaling included time and space constraints, tutor supply and quality, updated data systems, and school level costs, while a key facilitator was teacher buy-in. We end the paper with recommendations for how districts can strategically grow their high-impact tutoring efforts.
Descriptors: Tutors, Tutoring, Elementary Education, Elementary Schools, School Districts, COVID-19, Pandemics, Educational Practices, Urban Schools, Charter Schools, Program Implementation, Barriers, Time Management, Supply and Demand, Information Systems, Costs
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Annenberg Institute for School Reform at Brown University
Grant or Contract Numbers: N/A
Author Affiliations: N/A