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Accelerating Student Learning with High-Dosage Tutoring. EdResearch for Recovery Design Principles Series

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Title: Accelerating Student Learning with High-Dosage Tutoring. EdResearch for Recovery Design Principles Series
Language: English
Authors: Robinson, Carly D., Kraft, Matthew A., Loeb, Susanna, Schueler, Beth E., EdResearch for Recovery Project, Annenberg Institute for School Reform at Brown University, Results for America
Source: EdResearch for Recovery Project. 2021.
Availability: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Peer Reviewed: N
Page Count: 10
Publication Date: 2021
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Education
Secondary Education
Descriptors: Acceleration (Education), Tutoring, Evidence Based Practice, COVID-19, Pandemics, Teacher Effectiveness, Elementary School Students, Secondary School Students, Instructional Design, Educational Assessment, Alignment (Education), Scheduling, Distance Education, Individualized Instruction
Abstract: This brief is one in a series aimed at providing K-12 education decision-makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Rigorous research provides strong evidence that high-dosage tutoring can produce large learning gains for a wide range of students, including those who have fallen behind academically. This brief provides information on design principles for effective tutoring including: frequency, group size, personnel, focus, measurement, relationships, curriculum, scheduling, delivery mode, and prioritization. [This brief was prepared in collaboration with the University of Virginia, School of Education and Human Development.]
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED613847
Database: ERIC
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  Data: Accelerating Student Learning with High-Dosage Tutoring. EdResearch for Recovery Design Principles Series
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  Data: <searchLink fieldCode="AR" term="%22Robinson%2C+Carly+D%2E%22">Robinson, Carly D.</searchLink><br /><searchLink fieldCode="AR" term="%22Kraft%2C+Matthew+A%2E%22">Kraft, Matthew A.</searchLink><br /><searchLink fieldCode="AR" term="%22Loeb%2C+Susanna%22">Loeb, Susanna</searchLink><br /><searchLink fieldCode="AR" term="%22Schueler%2C+Beth+E%2E%22">Schueler, Beth E.</searchLink><br /><searchLink fieldCode="AR" term="%22EdResearch+for+Recovery+Project%22">EdResearch for Recovery Project</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink><br /><searchLink fieldCode="AR" term="%22Results+for+America%22">Results for America</searchLink>
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  Data: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
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  Data: <searchLink fieldCode="DE" term="%22Acceleration+%28Education%29%22">Acceleration (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Scheduling%22">Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink>
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  Data: This brief is one in a series aimed at providing K-12 education decision-makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Rigorous research provides strong evidence that high-dosage tutoring can produce large learning gains for a wide range of students, including those who have fallen behind academically. This brief provides information on design principles for effective tutoring including: frequency, group size, personnel, focus, measurement, relationships, curriculum, scheduling, delivery mode, and prioritization. [This brief was prepared in collaboration with the University of Virginia, School of Education and Human Development.]
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  Data: ED613847
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      – Text: English
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