Tutoring
Research consistently demonstrates that tutoring interventions have substantial positive effects on student learning. The effectiveness of tutoring programs, however, varies greatly, and these variations may drive differential gains in student learning and well-being. I work with the National Student Support Accelerator to research the program characteristics that drive positive student outcomes with a goal of providing guidance for policymakers and practitioners who want to implement high-impact tutoring at scale.
Relevant Work
Working Paper. “The inequity of opt-in educational resources and an intervention to increase equitable access” with Biraj Bisht and Susanna Loeb.
2021. “High-Impact Tutoring: State of the Research and Priorities for Future Learning” (with Susanna Loeb). Annenberg Institute at Brown University: Ed Working Paper Series.
2021. “Accelerating Student Learning with High-Dosage Tutoring” (with Matthew A. Kraft, Susanna Loeb, & Beth E. Schueler), EdResearch for Recovery Brief Series.
Public Writing & Press
2022. “Do Teachers Support High-Impact Tutoring? A Survey Experiment” (with Monica G. Lee), National Student Support Accelerator Research Brief.
Education Week Webinar “Examining the Evidence: What We’re Learning From the Field About Implementing High-Dosage Tutoring Programs.”
Teacher Leader Lagniappe Podcast. “Effective Tutoring Practices.”
The 74 Million. “‘What Would It Mean to Equalize Access to Tutoring?’ Brown University’s National Student Support Accelerator Aims to Find Out.”