View in EDS

High-Dosage Tutoring

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1357142
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1357142
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: High-Dosage Tutoring
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Schueler%2C+Beth%22">Schueler, Beth</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22State+Education+Standard%22"><i>State Education Standard</i></searchLink>. May 2022 22(2):18-21.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 4
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Vacation+Programs%22">Vacation Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Government+Role%22">Government Role</searchLink><br /><searchLink fieldCode="DE" term="%22State+Government%22">State Government</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1540-8000
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1357142
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1357142
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 4
        StartPage: 18
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Vacation Programs
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Government Role
        Type: general
      – SubjectFull: State Government
        Type: general
    Titles:
      – TitleFull: High-Dosage Tutoring
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Schueler, Beth
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 1540-8000
          Numbering:
            – Type: volume
              Value: 22
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: State Education Standard
              Type: main
ResultId 1