High-Dosage Tutoring
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| Title: | High-Dosage Tutoring |
|---|---|
| Language: | English |
| Authors: | Schueler, Beth |
| Source: | State Education Standard. May 2022 22(2):18-21. |
| Availability: | National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: https://www.nasbe.org/category/the-standard/ |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | COVID-19, Pandemics, School Closing, At Risk Students, Low Income Students, Minority Group Students, Socioeconomic Status, Racial Differences, Tutoring, Vacation Programs, Equal Education, Well Being, Access to Education, Educational Technology, Government Role, State Government |
| ISSN: | 1540-8000 |
| Abstract: | Two years of disruptions to schooling, coupled with recession and other pandemic-induced effects, appear to have widened preK-12 educational inequality. In particular, low-income students of color fell further behind their higher income White peers than they were pre-pandemic, on average, with the largest declines in math achievement. High-dosage tutoring and vacation academy programs can reduce this educational inequality by providing individualized instructional support to those students hardest hit by COVID-19 and by contributing to students' overall social and emotional well-being. However, program design and targeting matters for maximizing positive impact and avoiding unintended consequences. State leaders, including state boards, have a special role to play in the success of efforts to provide individualized support for the students who need it most. |
| Abstractor: | ERIC |
| Entry Date: | 2022 |
| Accession Number: | EJ1357142 |
| Database: | ERIC |
| Abstract: | Two years of disruptions to schooling, coupled with recession and other pandemic-induced effects, appear to have widened preK-12 educational inequality. In particular, low-income students of color fell further behind their higher income White peers than they were pre-pandemic, on average, with the largest declines in math achievement. High-dosage tutoring and vacation academy programs can reduce this educational inequality by providing individualized instructional support to those students hardest hit by COVID-19 and by contributing to students' overall social and emotional well-being. However, program design and targeting matters for maximizing positive impact and avoiding unintended consequences. State leaders, including state boards, have a special role to play in the success of efforts to provide individualized support for the students who need it most. |
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| ISSN: | 1540-8000 |
