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Virtual 1:1 Literacy Tutoring in Oakland Unified School District: Implementation and Effectiveness of a Pilot at Scale

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Title: Virtual 1:1 Literacy Tutoring in Oakland Unified School District: Implementation and Effectiveness of a Pilot at Scale
Language: English
Authors: Mary Laski, Calen Clifton, Arizona State University (ASU), Center on Reinventing Public Education (CRPE), Oakland Unified School District (OUSD)
Source: Center on Reinventing Public Education. 2025.
Availability: Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Tutoring, Telecommunications, Computer Mediated Communication, Literacy, Electronic Learning, Pilot Projects, Program Implementation, Program Effectiveness, Elementary School Students, Emergent Literacy, Reading Tests, Reading Fluency, Phonics, Time Factors (Learning), Teacher Student Ratio, Distance Education, Achievement Gains
Geographic Terms: California (Oakland)
Assessment and Survey Identifiers: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Abstract: This study examines a virtual literacy tutoring pilot implemented in the Oakland Unified School District (OUSD), designed to accelerate early literacy gains among emerging readers. OUSD partnered with three providers to offer a limited number of high-dosage virtual, 1:1 tutoring slots to schools throughout the district. OUSD chose these partners in collaboration with district literacy staff and in alignment with existing research on effective tutoring practices. Each school was assigned a provider, and OUSD directed providers to focus on phonics. OUSD asked schools to target below-grade-level students and gave specific guidelines for participation. School staff exercised some discretion over selection. The district then collected data on tutoring implementation and student literacy development. The study assesses how the district implemented tutoring and estimates the effectiveness of the pilot on student growth across several literacy outcomes. Oakland's pilot stands out as a rare, large-scale, real-world example of effective virtual tutoring. Even at modest doses, students showed measurable gains in foundational skills--suggesting that virtual 1:1 tutoring, when implemented strategically and equitably, can be a powerful tool for early literacy recovery.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED678643
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Mary+Laski%22">Mary Laski</searchLink><br /><searchLink fieldCode="AR" term="%22Calen+Clifton%22">Calen Clifton</searchLink><br /><searchLink fieldCode="AR" term="%22Arizona+State+University+%28ASU%29%2C+Center+on+Reinventing+Public+Education+%28CRPE%29%22">Arizona State University (ASU), Center on Reinventing Public Education (CRPE)</searchLink><br /><searchLink fieldCode="AR" term="%22Oakland+Unified+School+District+%28OUSD%29%22">Oakland Unified School District (OUSD)</searchLink>
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  Data: Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
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  Data: 29
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  Data: This study examines a virtual literacy tutoring pilot implemented in the Oakland Unified School District (OUSD), designed to accelerate early literacy gains among emerging readers. OUSD partnered with three providers to offer a limited number of high-dosage virtual, 1:1 tutoring slots to schools throughout the district. OUSD chose these partners in collaboration with district literacy staff and in alignment with existing research on effective tutoring practices. Each school was assigned a provider, and OUSD directed providers to focus on phonics. OUSD asked schools to target below-grade-level students and gave specific guidelines for participation. School staff exercised some discretion over selection. The district then collected data on tutoring implementation and student literacy development. The study assesses how the district implemented tutoring and estimates the effectiveness of the pilot on student growth across several literacy outcomes. Oakland's pilot stands out as a rare, large-scale, real-world example of effective virtual tutoring. Even at modest doses, students showed measurable gains in foundational skills--suggesting that virtual 1:1 tutoring, when implemented strategically and equitably, can be a powerful tool for early literacy recovery.
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  Data: 2026
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  Data: ED678643
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED678643
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
    Subjects:
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Telecommunications
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Pilot Projects
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Reading Fluency
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      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Time Factors (Learning)
        Type: general
      – SubjectFull: Teacher Student Ratio
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: California (Oakland)
        Type: general
      – SubjectFull: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
        Type: general
    Titles:
      – TitleFull: Virtual 1:1 Literacy Tutoring in Oakland Unified School District: Implementation and Effectiveness of a Pilot at Scale
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            NameFull: Arizona State University (ASU), Center on Reinventing Public Education (CRPE)
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            NameFull: Oakland Unified School District (OUSD)
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            NameFull: Mary Laski
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            NameFull: Calen Clifton
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          Dates:
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              M: 11
              Type: published
              Y: 2025
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            – TitleFull: Center on Reinventing Public Education
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