New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups
School Vendors Get Paid No Matter the Outcome. Some Schools Are Changing the Contracts.
How an AI Talk meter Can Prompt Teachers to Talk Less and Students to Talk More
Four Lessons From Post-Pandemic Tutoring Research
Schools keep buying online drop-in tutoring. Research doesn’t support it.
Denver Public Schools pledged to pay tutoring vendors based on their results. Did it work?
Schools face a funding cliff. How bad will the fall be?
One-size-fits-all math homework may be more helpful than you think
Thinking about tutoring for your child? Here’s what you should consider.
Sponsored
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FM","link":"/"}},"mindshift_64197":{"type":"posts","id":"mindshift_64197","meta":{"index":"posts_1716263798","site":"mindshift","id":"64197","score":null,"sort":[1721037603000]},"guestAuthors":[],"slug":"new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups","title":"New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups","publishDate":1721037603,"format":"standard","headTitle":"New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Ever since the pandemic shut down schools in the spring of 2020, education researchers have pointed to tutoring as the most promising way to help kids catch up academically. Evidence from \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">\u003cspan style=\"font-weight: 400\">almost 100 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was overwhelming for a particular kind of tutoring, called high-dosage tutoring, where students focus on either reading or math three to five times a week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But until recently, there has been little good evidence for the effectiveness of online tutoring, where students and tutors interact via video, text chat and whiteboards. The virtual version has boomed since the federal government handed schools nearly $190 billion of pandemic recovery aid and specifically encouraged them to spend it on tutoring. Now, some new U.S. studies could offer useful guidance to educators.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Online attendance is a struggle\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the spring of 2023, almost 1,000 Northern California elementary school children in grades 1 to 4 were randomly assigned to receive online reading tutoring during the school day. Students were supposed to get 20 to 30 sessions each, but only one of five students received that much. \u003c/span>\u003cspan style=\"font-weight: 400\">Eighty percent didn’t\u003c/span>,\u003cspan style=\"font-weight: 400\"> and they didn’t do much better than the 800 students in the comparison group who didn’t get tutoring, according to a \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-942\">\u003cspan style=\"font-weight: 400\">draft paper by researchers from Teachers College\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Columbia University, which was posted to the Annenberg Institute website at Brown University in April 2024. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report is an independent news organization based at Teachers College, Columbia University.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have previously found that it is important to schedule in-person tutoring sessions during the school day, when attendance is mandatory. The lesson here with online tutoring is that attendance can be rocky with even during the school day. Often, students end up with a low dose of tutoring instead of the high dose that schools have paid for.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, online tutoring can be effective when students participate regularly. In this Northern California study, reading achievement increased substantially, in line with in-person tutoring, for the roughly 200 students who got at least 20 sessions across 10 weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students who logged in regularly might have been more motivated students in the first place, the researchers warned, indicating that it could be hard to reproduce such large academic benefits for all. During the periods when children were supposed to receive tutoring, researchers observed that some children – often ones who were slightly higher achieving – regularly logged on as scheduled while others didn’t. The difference in student behavior and what the students were doing instead wasn’t explained. Students also seemed to log in more frequently when certain staff members were overseeing the tutoring and less frequently with others. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Small group tutoring doesn’t work as well online\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The large math and reading gains that researchers documented in small groups of students with in-person tutors aren’t always translating to the virtual world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another study of more than 2,000 elementary school children in Texas tested the difference between one-to-one and two-to-one online tutoring during the 2022-23 school year. These were young, low-income children, in kindergarten through 2nd grade, who were just learning to read. Children who were randomly assigned to get \u003c/span>\u003cspan style=\"font-weight: 400\">one-to-one tutoring four times a \u003c/span>\u003cspan style=\"font-weight: 400\">week\u003c/span>\u003cspan style=\"font-weight: 400\"> posted small gains\u003c/span>\u003cspan style=\"font-weight: 400\"> on one test, but not on another, compared to students in a comparison group who didn’t get tutoring. First graders assigned to one-to-one tutoring gained the equivalent of 30 additional days of school. By contrast, children who had been tutored in pairs were statistically no different in reading than the comparison group of untutored children. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-955\">\u003cspan style=\"font-weight: 400\">draft paper about this study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, led by researchers from Stanford University, was posted to the Annenberg website in May 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another small study in Grand Forks, North Dakota confirmed the downside of larger groups with online tutoring. Researchers from Brown University directly compared the math progress of middle school students when they received one-to-one tutoring versus small groups of three students. The study was too small, only 180 students, to get statistically strong results, but the half that were randomly assigned to receive individual tutoring appeared to gain \u003c/span>\u003cspan style=\"font-weight: 400\">eight extra percentile points\u003c/span>\u003cspan style=\"font-weight: 400\">, compared to the students who were assigned to small group tutoring. It was possible that students in the small groups learned a third as much math, the researchers estimated, but these students might have learned much less. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-976\">\u003cspan style=\"font-weight: 400\">draft of this paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was posted to the Annenberg website in June 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In surveys, tutors said it was hard to keep all three kids engaged online at once. Students were more frequently distracted and off-task, they said. Shy students were less likely to speak up and participate. With one student at a time, tutors said they could move at a faster pace and students “weren’t afraid to ask questions” or “afraid of being wrong.” (On the plus side, tutors said groups of three allowed them to organize group activities or encourage a student to help a peer.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Behavior problems happen in person, too. However, when I have observed in-person small group tutoring in schools, each student is often working independently with the tutor, almost like three simultaneous sessions of one-to-one help. In-person tutors can encourage a student to keep practicing through a silent glance, a smile or hand signal even as they are explaining something to another student. Online, each child’s work and mistakes are publicly exposed on the screen to the whole group. Private asides aren’t as easy; some platforms allow the tutor to text a child privately in a chat window, but that takes time. Tutors have told me that many teens don’t like seeing their face on screen, but turning the camera off makes it harder for them to sense if a student is following along or confused.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matt Kraft, one of the Brown researchers on the Grand Forks study, suggests that bigger changes need to be made to online tutoring lessons in order to expand from one-to-one to small group tutoring, and he notes that school staff are needed in the classroom to keep students on-task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders have until March 2026 to spend the remainder of their $190 billion in pandemic recovery funds, but contracts with tutoring vendors must be signed by September 2024. Both options — in person and virtual — involve tradeoffs. New research evidence is showing that virtual tutoring can work well, especially when motivated students want the tutoring and log in regularly. But many of the students who are significantly behind grade level and in need of extra help may not be so motivated. Keeping the online tutoring small, ideally one-to-one, improves the chances that it will be effective. But that means serving many fewer students, leaving millions of children behind. It’s a tough choice. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-studies-online-tutoring-troubles-attendance-larger-groups/\">\u003ci>\u003cspan style=\"font-weight: 400\">online tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Tutoring via video, text chat and whiteboards can be effective, but the large gains of in-person tutoring don’t always translate to the virtual world.","status":"publish","parent":0,"modified":1720561533,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1210},"headData":{"title":"New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups | KQED","description":"Tutoring via video, text chat and whiteboards can be effective, but the large gains of in-person tutoring don’t always translate to the virtual world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Tutoring via video, text chat and whiteboards can be effective, but the large gains of in-person tutoring don’t always translate to the virtual world.","schema":{"@context":"http://schema.org","@type":"Article","headline":"New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups","datePublished":"2024-07-15T03:00:03-07:00","dateModified":"2024-07-09T14:45:33-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64197/new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever since the pandemic shut down schools in the spring of 2020, education researchers have pointed to tutoring as the most promising way to help kids catch up academically. Evidence from \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">\u003cspan style=\"font-weight: 400\">almost 100 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was overwhelming for a particular kind of tutoring, called high-dosage tutoring, where students focus on either reading or math three to five times a week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But until recently, there has been little good evidence for the effectiveness of online tutoring, where students and tutors interact via video, text chat and whiteboards. The virtual version has boomed since the federal government handed schools nearly $190 billion of pandemic recovery aid and specifically encouraged them to spend it on tutoring. Now, some new U.S. studies could offer useful guidance to educators.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Online attendance is a struggle\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the spring of 2023, almost 1,000 Northern California elementary school children in grades 1 to 4 were randomly assigned to receive online reading tutoring during the school day. Students were supposed to get 20 to 30 sessions each, but only one of five students received that much. \u003c/span>\u003cspan style=\"font-weight: 400\">Eighty percent didn’t\u003c/span>,\u003cspan style=\"font-weight: 400\"> and they didn’t do much better than the 800 students in the comparison group who didn’t get tutoring, according to a \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-942\">\u003cspan style=\"font-weight: 400\">draft paper by researchers from Teachers College\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Columbia University, which was posted to the Annenberg Institute website at Brown University in April 2024. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report is an independent news organization based at Teachers College, Columbia University.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have previously found that it is important to schedule in-person tutoring sessions during the school day, when attendance is mandatory. The lesson here with online tutoring is that attendance can be rocky with even during the school day. Often, students end up with a low dose of tutoring instead of the high dose that schools have paid for.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, online tutoring can be effective when students participate regularly. In this Northern California study, reading achievement increased substantially, in line with in-person tutoring, for the roughly 200 students who got at least 20 sessions across 10 weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students who logged in regularly might have been more motivated students in the first place, the researchers warned, indicating that it could be hard to reproduce such large academic benefits for all. During the periods when children were supposed to receive tutoring, researchers observed that some children – often ones who were slightly higher achieving – regularly logged on as scheduled while others didn’t. The difference in student behavior and what the students were doing instead wasn’t explained. Students also seemed to log in more frequently when certain staff members were overseeing the tutoring and less frequently with others. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Small group tutoring doesn’t work as well online\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The large math and reading gains that researchers documented in small groups of students with in-person tutors aren’t always translating to the virtual world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another study of more than 2,000 elementary school children in Texas tested the difference between one-to-one and two-to-one online tutoring during the 2022-23 school year. These were young, low-income children, in kindergarten through 2nd grade, who were just learning to read. Children who were randomly assigned to get \u003c/span>\u003cspan style=\"font-weight: 400\">one-to-one tutoring four times a \u003c/span>\u003cspan style=\"font-weight: 400\">week\u003c/span>\u003cspan style=\"font-weight: 400\"> posted small gains\u003c/span>\u003cspan style=\"font-weight: 400\"> on one test, but not on another, compared to students in a comparison group who didn’t get tutoring. First graders assigned to one-to-one tutoring gained the equivalent of 30 additional days of school. By contrast, children who had been tutored in pairs were statistically no different in reading than the comparison group of untutored children. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-955\">\u003cspan style=\"font-weight: 400\">draft paper about this study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, led by researchers from Stanford University, was posted to the Annenberg website in May 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another small study in Grand Forks, North Dakota confirmed the downside of larger groups with online tutoring. Researchers from Brown University directly compared the math progress of middle school students when they received one-to-one tutoring versus small groups of three students. The study was too small, only 180 students, to get statistically strong results, but the half that were randomly assigned to receive individual tutoring appeared to gain \u003c/span>\u003cspan style=\"font-weight: 400\">eight extra percentile points\u003c/span>\u003cspan style=\"font-weight: 400\">, compared to the students who were assigned to small group tutoring. It was possible that students in the small groups learned a third as much math, the researchers estimated, but these students might have learned much less. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-976\">\u003cspan style=\"font-weight: 400\">draft of this paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was posted to the Annenberg website in June 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In surveys, tutors said it was hard to keep all three kids engaged online at once. Students were more frequently distracted and off-task, they said. Shy students were less likely to speak up and participate. With one student at a time, tutors said they could move at a faster pace and students “weren’t afraid to ask questions” or “afraid of being wrong.” (On the plus side, tutors said groups of three allowed them to organize group activities or encourage a student to help a peer.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Behavior problems happen in person, too. However, when I have observed in-person small group tutoring in schools, each student is often working independently with the tutor, almost like three simultaneous sessions of one-to-one help. In-person tutors can encourage a student to keep practicing through a silent glance, a smile or hand signal even as they are explaining something to another student. Online, each child’s work and mistakes are publicly exposed on the screen to the whole group. Private asides aren’t as easy; some platforms allow the tutor to text a child privately in a chat window, but that takes time. Tutors have told me that many teens don’t like seeing their face on screen, but turning the camera off makes it harder for them to sense if a student is following along or confused.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matt Kraft, one of the Brown researchers on the Grand Forks study, suggests that bigger changes need to be made to online tutoring lessons in order to expand from one-to-one to small group tutoring, and he notes that school staff are needed in the classroom to keep students on-task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders have until March 2026 to spend the remainder of their $190 billion in pandemic recovery funds, but contracts with tutoring vendors must be signed by September 2024. Both options — in person and virtual — involve tradeoffs. New research evidence is showing that virtual tutoring can work well, especially when motivated students want the tutoring and log in regularly. But many of the students who are significantly behind grade level and in need of extra help may not be so motivated. Keeping the online tutoring small, ideally one-to-one, improves the chances that it will be effective. But that means serving many fewer students, leaving millions of children behind. It’s a tough choice. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-studies-online-tutoring-troubles-attendance-larger-groups/\">\u003ci>\u003cspan style=\"font-weight: 400\">online tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64197/new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups","authors":["byline_mindshift_64197"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_21539","mindshift_731","mindshift_21413"],"featImg":"mindshift_64198","label":"mindshift"},"mindshift_63870":{"type":"posts","id":"mindshift_63870","meta":{"index":"posts_1716263798","site":"mindshift","id":"63870","score":null,"sort":[1716804046000]},"guestAuthors":[],"slug":"school-vendors-get-paid-no-matter-the-outcome-ome-schools-are-changing-the-contracts","title":"School Vendors Get Paid No Matter the Outcome. Some Schools Are Changing the Contracts.","publishDate":1716804046,"format":"standard","headTitle":"School Vendors Get Paid No Matter the Outcome. Some Schools Are Changing the Contracts. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Schools spend \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=66#:~:text=Question%3A,constant%202021%E2%80%9322%20dollars).\">\u003cspan style=\"font-weight: 400\">billions of dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on products and services, including everything from staplers and textbooks to teacher coaching and training. Does any of it help students learn more? Some educational materials end up \u003c/span>\u003ca href=\"https://hechingerreport.org/new-jersey-school-district-decided-giving-laptops-students-terrible-idea/\">\u003cspan style=\"font-weight: 400\">mothballed in closets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Much software goes \u003c/span>\u003ca href=\"https://hechingerreport.org/3-lessons-from-data-on-how-students-are-actually-using-educational-apps-and-software-at-school/\">\u003cspan style=\"font-weight: 400\">unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Yet central-office bureaucrats frequently renew their contracts with outside vendors regardless of usage or efficacy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One idea for smarter education spending is for schools to sign smarter contracts, where part of the payment is contingent upon whether students use the services and learn more. It’s called \u003ca href=\"https://www.kqed.org/mindshift/62445/denver-public-schools-pledged-to-pay-tutoring-vendors-based-on-their-results-did-it-work\">outcomes-based contracting\u003c/a> and is a way of sharing risk between buyer (the school) and seller (the vendor). Outcomes-based contracting is most \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10397909/\">\u003cspan style=\"font-weight: 400\">common in healthcare\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, a health insurer might pay a pharmaceutical company more for a drug if it actually improves people’s health, and less if it doesn’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the idea is relatively new in education, many schools tried a different version of it – evaluating and paying teachers based on how much their students’ test scores improved – in the 2010s. Teachers didn’t like it, and enthusiasm for these teacher accountability schemes waned. Then, in 2020, \u003c/span>\u003ca href=\"https://cepr.harvard.edu/obci\">\u003cspan style=\"font-weight: 400\">Harvard University’s Center for Education Policy Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> announced that it was going to test the feasibility of paying tutoring companies by how much students’ test scores improved. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The initiative was particularly timely in the wake of the pandemic. The federal government would eventually give schools almost $190 billion to reopen and to help students who fell behind when schools were closed. \u003ca href=\"https://www.kqed.org/mindshift/tag/tutoring\">Tutoring became a leading solution for academic recovery\u003c/a>, and schools contracted with outside companies to provide tutors. Many educators worried that billions could be wasted on low-quality tutors who didn’t help anyone. Could schools insist that tutoring companies make part of their payment contingent upon whether student achievement increased? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Harvard center recruited a handful of school districts who wanted to try an outcomes-based contract. The researchers and districts shared ideas on how to set performance targets. How much should they expect student achievement to grow from a few months of tutoring? How much of the contract should be guaranteed to the vendor for delivering tutors, and how much should be contingent on student performance? \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first hurdle was whether tutoring companies would be willing to offer services without knowing exactly how much they would be paid. School districts sent out requests for proposals from online tutoring companies. Tutoring companies bid and the terms varied. One online tutoring company agreed that 40% of a $1.2 million contract with the Duval County Public Schools in Jacksonville, Florida, would be contingent upon student performance. Another online tutoring company signed a contract with Ector County schools in the Odessa, Texas, region that specified that the company had to accept a penalty if kids’ scores declined.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the middle of the pilot, the outcomes-based contracting initiative \u003c/span>\u003ca href=\"https://www.forbes.com/sites/raymondpierce/2022/03/21/school-district-contracting-can-be-a-lever-for-equity/?sh=56f02344280c\">\u003cspan style=\"font-weight: 400\">moved \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">from the Harvard center to the \u003c/span>\u003ca href=\"https://obc.southerneducation.org/\">\u003cspan style=\"font-weight: 400\">Southern Education Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, another nonprofit, and I recently learned how the first group of contracts panned out from Jasmine Walker, a senior manager there. Walker had a first-hand view because until the fall of 2023, she was the director of mathematics in Florida’s Duval County schools, where she oversaw the outcomes-based contract on tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some lessons she learned.\u003c/span>\u003c/p>\n\u003ch2>Planning is time-consuming\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing up an outcomes-based contract requires analyzing years of historical testing data, and documenting how much achievement has typically grown for the students who need tutoring. Then, educators have to decide – based on the \u003ca href=\"https://www.kqed.org/mindshift/62921/four-lessons-from-post-pandemic-tutoring-research\">research evidence for tutoring\u003c/a> – how much they could reasonably hope student achievement to grow after 12 weeks or more. \u003c/span>\u003c/p>\n\u003ch2>Incomplete data was a common problem\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first school district in the pilot group launched its outcomes-based contract in the fall of 2021. In the middle of the pilot, school leadership changed, layoffs hit, and the leaders of the tutoring initiative left the district. With no one in the district’s central office left to track it, there was no data on whether tutoring helped the 1,000 students who received it. Half the students attended 70% of the tutoring sessions. Half didn’t. Test scores for almost two-thirds of the tutored students increased between the start and the end of the tutoring program. But these students also had regular math classes each day and they likely would have posted some achievement gains anyway.\u003c/span>\u003c/p>\n\u003ch2>Delays in settling contracts led to fewer tutored students\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walker said two school districts weren’t able to start tutoring children until January 2023, instead of the fall of 2022 as originally planned, because it took so long to iron out contract details and obtain approvals inside the districts. Many schools didn’t want to wait and launched other interventions to help needy students sooner. Understandably, schools didn’t want to yank these students away from those other interventions midyear. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That delay had big consequences in Duval County. Only 451 students received tutoring instead of a projected 1,200. Fewer students forced Walker to recalculate Duval’s outcomes-based contract. Instead of a $1.2 million contract with $480,000 of it contingent on student outcomes, she downsized it to $464,533 with $162,363 contingent. The tutored students hit 53% of the district’s growth and proficiency goals, leading to a total payout of $393,220 to the tutoring company – far less than the company had originally anticipated. But the average per-student payout of $872 was in line with the original terms of between $600 and $1,000 per student. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The bottom line is still uncertain\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What we don’t know from any of these \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1WOlpmB9qgDGtyzxVQCn8c9UWbp65fFTG/view\">\u003cspan style=\"font-weight: 400\">case studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is whether similar students who didn’t receive tutoring also made similar growth and proficiency gains. Maybe it’s all the other things that teachers were doing that made the difference. In Duval County, for example, proficiency rates in math rose from 28% of students to 46% of students. Walker believes that outcomes-based contracting for tutoring was “one lever” of many. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unclear if outcomes-based contracting is a way for schools to save money. This kind of intensive tutoring – three times a week or more during the school day – is new and the school districts didn’t have previous pre-pandemic tutoring contracts for comparison. But generally, if all the student goals are met, companies stand to earn more in an outcomes-based contract than they would have otherwise, Walker said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not really about saving money,” said Walker. “What we want is for students to achieve. I don’t care if I spent the whole contract amount if the students actually met the outcomes, because in the past, let’s face it, I was still paying, and they were not achieving outcomes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest change with outcomes-based contracting, Walker said, was the partnership with the provider. One contractor monitored student attendance during tutoring sessions, called her when attendance slipped and asked her to investigate. Students were given rewards for attending their tutoring sessions and the tutoring company even chipped in to pay for them. “Kids love \u003c/span>\u003ca href=\"https://barcel-usa.com/takis\">\u003cspan style=\"font-weight: 400\">Takis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Walker. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Advice for schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walker has two pieces of advice for schools considering outcomes-based contracts. One, she says, is to make the contingency amount at least 40% of the contract. Smaller incentives may not motivate the vendor. For her second outcomes-based contract in Duval County, Walker boosted the contingency amount to half the contract. To earn it, the tutoring company needs the students it is tutoring to hit growth and proficiency goals. That tutoring took place during the current 2023-24 school year. Based on mid-year results, students exceeded expectations, but full-year results are not yet in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, Walker says the biggest lesson she learned was to include teachers, parents and students earlier in the contract negotiation process. She says buy-in from teachers is critical because classroom teachers are actually making sure the tutoring happens. Otherwise, an outcomes-based contract can feel like yet “another thing” that the central office is adding to a teacher’s workload. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walker also said she wished she had spent more time educating parents and students on the importance of attending school and their tutoring sessions. ”It’s important that everyone understands the mission,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Innovation can be rocky, especially at the beginning. Now the Southern Education Foundation is working to expand its outcomes-based contracting initiative nationwide. A second group of four school districts launched its first outcomes-based contracts for tutoring this 2023-24 school year. Walker says that the rate cards and recordkeeping are improving from the first pilot round, which took place during the stress and chaos of the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The foundation is also seeking to expand the use of outcomes-based contracts beyond tutoring to education technology and software. Nine districts are slated to launch outcomes-based contracts for ed tech this fall. Her next dream is to design outcomes-based contracts around curriculum and teacher training. I’ll be watching. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-outcomes-based-contracting/\">\u003ci>\u003cspan style=\"font-weight: 400\">outcomes-based contracting\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Schools spend billions of dollars a year on products and services. Some are trying outcomes-based contracts, where part of the payment is contingent upon whether students use the services and how much they learn.","status":"publish","parent":0,"modified":1716574004,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1610},"headData":{"title":"School Vendors Get Paid No Matter the Outcome. Some Schools Are Changing the Contracts. | KQED","description":"Schools spend billions of dollars a year on products and services. Some are now tying payment to whether students use the services and how much they learn.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63881","twTitle":"","twDescription":"","twImgId":"mindshift_63881","socialDescription":"Schools spend billions of dollars a year on products and services. Some are now tying payment to whether students use the services and how much they learn.","schema":{"@context":"http://schema.org","@type":"Article","headline":"School Vendors Get Paid No Matter the Outcome. Some Schools Are Changing the Contracts.","datePublished":"2024-05-27T03:00:46-07:00","dateModified":"2024-05-24T11:06:44-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63870/school-vendors-get-paid-no-matter-the-outcome-ome-schools-are-changing-the-contracts","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Schools spend \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=66#:~:text=Question%3A,constant%202021%E2%80%9322%20dollars).\">\u003cspan style=\"font-weight: 400\">billions of dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on products and services, including everything from staplers and textbooks to teacher coaching and training. Does any of it help students learn more? Some educational materials end up \u003c/span>\u003ca href=\"https://hechingerreport.org/new-jersey-school-district-decided-giving-laptops-students-terrible-idea/\">\u003cspan style=\"font-weight: 400\">mothballed in closets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Much software goes \u003c/span>\u003ca href=\"https://hechingerreport.org/3-lessons-from-data-on-how-students-are-actually-using-educational-apps-and-software-at-school/\">\u003cspan style=\"font-weight: 400\">unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Yet central-office bureaucrats frequently renew their contracts with outside vendors regardless of usage or efficacy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One idea for smarter education spending is for schools to sign smarter contracts, where part of the payment is contingent upon whether students use the services and learn more. It’s called \u003ca href=\"https://www.kqed.org/mindshift/62445/denver-public-schools-pledged-to-pay-tutoring-vendors-based-on-their-results-did-it-work\">outcomes-based contracting\u003c/a> and is a way of sharing risk between buyer (the school) and seller (the vendor). Outcomes-based contracting is most \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10397909/\">\u003cspan style=\"font-weight: 400\">common in healthcare\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, a health insurer might pay a pharmaceutical company more for a drug if it actually improves people’s health, and less if it doesn’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the idea is relatively new in education, many schools tried a different version of it – evaluating and paying teachers based on how much their students’ test scores improved – in the 2010s. Teachers didn’t like it, and enthusiasm for these teacher accountability schemes waned. Then, in 2020, \u003c/span>\u003ca href=\"https://cepr.harvard.edu/obci\">\u003cspan style=\"font-weight: 400\">Harvard University’s Center for Education Policy Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> announced that it was going to test the feasibility of paying tutoring companies by how much students’ test scores improved. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The initiative was particularly timely in the wake of the pandemic. The federal government would eventually give schools almost $190 billion to reopen and to help students who fell behind when schools were closed. \u003ca href=\"https://www.kqed.org/mindshift/tag/tutoring\">Tutoring became a leading solution for academic recovery\u003c/a>, and schools contracted with outside companies to provide tutors. Many educators worried that billions could be wasted on low-quality tutors who didn’t help anyone. Could schools insist that tutoring companies make part of their payment contingent upon whether student achievement increased? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Harvard center recruited a handful of school districts who wanted to try an outcomes-based contract. The researchers and districts shared ideas on how to set performance targets. How much should they expect student achievement to grow from a few months of tutoring? How much of the contract should be guaranteed to the vendor for delivering tutors, and how much should be contingent on student performance? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first hurdle was whether tutoring companies would be willing to offer services without knowing exactly how much they would be paid. School districts sent out requests for proposals from online tutoring companies. Tutoring companies bid and the terms varied. One online tutoring company agreed that 40% of a $1.2 million contract with the Duval County Public Schools in Jacksonville, Florida, would be contingent upon student performance. Another online tutoring company signed a contract with Ector County schools in the Odessa, Texas, region that specified that the company had to accept a penalty if kids’ scores declined.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the middle of the pilot, the outcomes-based contracting initiative \u003c/span>\u003ca href=\"https://www.forbes.com/sites/raymondpierce/2022/03/21/school-district-contracting-can-be-a-lever-for-equity/?sh=56f02344280c\">\u003cspan style=\"font-weight: 400\">moved \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">from the Harvard center to the \u003c/span>\u003ca href=\"https://obc.southerneducation.org/\">\u003cspan style=\"font-weight: 400\">Southern Education Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, another nonprofit, and I recently learned how the first group of contracts panned out from Jasmine Walker, a senior manager there. Walker had a first-hand view because until the fall of 2023, she was the director of mathematics in Florida’s Duval County schools, where she oversaw the outcomes-based contract on tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some lessons she learned.\u003c/span>\u003c/p>\n\u003ch2>Planning is time-consuming\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing up an outcomes-based contract requires analyzing years of historical testing data, and documenting how much achievement has typically grown for the students who need tutoring. Then, educators have to decide – based on the \u003ca href=\"https://www.kqed.org/mindshift/62921/four-lessons-from-post-pandemic-tutoring-research\">research evidence for tutoring\u003c/a> – how much they could reasonably hope student achievement to grow after 12 weeks or more. \u003c/span>\u003c/p>\n\u003ch2>Incomplete data was a common problem\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first school district in the pilot group launched its outcomes-based contract in the fall of 2021. In the middle of the pilot, school leadership changed, layoffs hit, and the leaders of the tutoring initiative left the district. With no one in the district’s central office left to track it, there was no data on whether tutoring helped the 1,000 students who received it. Half the students attended 70% of the tutoring sessions. Half didn’t. Test scores for almost two-thirds of the tutored students increased between the start and the end of the tutoring program. But these students also had regular math classes each day and they likely would have posted some achievement gains anyway.\u003c/span>\u003c/p>\n\u003ch2>Delays in settling contracts led to fewer tutored students\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walker said two school districts weren’t able to start tutoring children until January 2023, instead of the fall of 2022 as originally planned, because it took so long to iron out contract details and obtain approvals inside the districts. Many schools didn’t want to wait and launched other interventions to help needy students sooner. Understandably, schools didn’t want to yank these students away from those other interventions midyear. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That delay had big consequences in Duval County. Only 451 students received tutoring instead of a projected 1,200. Fewer students forced Walker to recalculate Duval’s outcomes-based contract. Instead of a $1.2 million contract with $480,000 of it contingent on student outcomes, she downsized it to $464,533 with $162,363 contingent. The tutored students hit 53% of the district’s growth and proficiency goals, leading to a total payout of $393,220 to the tutoring company – far less than the company had originally anticipated. But the average per-student payout of $872 was in line with the original terms of between $600 and $1,000 per student. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The bottom line is still uncertain\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What we don’t know from any of these \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1WOlpmB9qgDGtyzxVQCn8c9UWbp65fFTG/view\">\u003cspan style=\"font-weight: 400\">case studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is whether similar students who didn’t receive tutoring also made similar growth and proficiency gains. Maybe it’s all the other things that teachers were doing that made the difference. In Duval County, for example, proficiency rates in math rose from 28% of students to 46% of students. Walker believes that outcomes-based contracting for tutoring was “one lever” of many. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unclear if outcomes-based contracting is a way for schools to save money. This kind of intensive tutoring – three times a week or more during the school day – is new and the school districts didn’t have previous pre-pandemic tutoring contracts for comparison. But generally, if all the student goals are met, companies stand to earn more in an outcomes-based contract than they would have otherwise, Walker said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not really about saving money,” said Walker. “What we want is for students to achieve. I don’t care if I spent the whole contract amount if the students actually met the outcomes, because in the past, let’s face it, I was still paying, and they were not achieving outcomes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest change with outcomes-based contracting, Walker said, was the partnership with the provider. One contractor monitored student attendance during tutoring sessions, called her when attendance slipped and asked her to investigate. Students were given rewards for attending their tutoring sessions and the tutoring company even chipped in to pay for them. “Kids love \u003c/span>\u003ca href=\"https://barcel-usa.com/takis\">\u003cspan style=\"font-weight: 400\">Takis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Walker. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Advice for schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walker has two pieces of advice for schools considering outcomes-based contracts. One, she says, is to make the contingency amount at least 40% of the contract. Smaller incentives may not motivate the vendor. For her second outcomes-based contract in Duval County, Walker boosted the contingency amount to half the contract. To earn it, the tutoring company needs the students it is tutoring to hit growth and proficiency goals. That tutoring took place during the current 2023-24 school year. Based on mid-year results, students exceeded expectations, but full-year results are not yet in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, Walker says the biggest lesson she learned was to include teachers, parents and students earlier in the contract negotiation process. She says buy-in from teachers is critical because classroom teachers are actually making sure the tutoring happens. Otherwise, an outcomes-based contract can feel like yet “another thing” that the central office is adding to a teacher’s workload. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walker also said she wished she had spent more time educating parents and students on the importance of attending school and their tutoring sessions. ”It’s important that everyone understands the mission,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Innovation can be rocky, especially at the beginning. Now the Southern Education Foundation is working to expand its outcomes-based contracting initiative nationwide. A second group of four school districts launched its first outcomes-based contracts for tutoring this 2023-24 school year. Walker says that the rate cards and recordkeeping are improving from the first pilot round, which took place during the stress and chaos of the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The foundation is also seeking to expand the use of outcomes-based contracts beyond tutoring to education technology and software. Nine districts are slated to launch outcomes-based contracts for ed tech this fall. Her next dream is to design outcomes-based contracts around curriculum and teacher training. I’ll be watching. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-outcomes-based-contracting/\">\u003ci>\u003cspan style=\"font-weight: 400\">outcomes-based contracting\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63870/school-vendors-get-paid-no-matter-the-outcome-ome-schools-are-changing-the-contracts","authors":["byline_mindshift_63870"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21539","mindshift_21797","mindshift_21413"],"featImg":"mindshift_63881","label":"mindshift"},"mindshift_62973":{"type":"posts","id":"mindshift_62973","meta":{"index":"posts_1716263798","site":"mindshift","id":"62973","score":null,"sort":[1705316425000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1705316425,"format":"standard","title":"How an AI Talk meter Can Prompt Teachers to Talk Less and Students to Talk More","headTitle":"How an AI Talk meter Can Prompt Teachers to Talk Less and Students to Talk More | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Silence may be golden, but when it comes to learning with a tutor, talking is pure gold. It’s audible proof that a student is paying attention and not drifting off, research suggests. More importantly, the more a student articulates his or her reasoning, the easier it is for a tutor to correct misunderstandings or praise a breakthrough. Those are the moments when learning happens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One India-based tutoring company, Cuemath, trains its tutors to encourage students to talk more. Its tutors are in India, but many of its clients are American families with elementary school children. The tutoring takes place at home via online video, like a Zoom meeting with a whiteboard, where both tutor and student can work on math problems together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The company wanted to see if it could boost student participation so it collaborated with researchers at Stanford University to develop a “talk meter,” sort of a Fitbit for the voice, for its tutoring site. Thanks to advances in artificial intelligence, the researchers could separate the audio of the tutors from that of the students and calculate the ratio of tutor-to-student speech.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62976\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62976\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1.png\" alt=\"\" width=\"780\" height=\"751\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1-160x154.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1-768x739.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Example of the talk meter shown to Cuemath tutors at the end of the tutoring session. \u003ccite>(Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In initial pilot tests, the talk meter was posted on the tutor’s video screen for the entire one-hour tutoring session, but tutors found that too distracting. The study was revised so that the meter pops up every 20 minutes or three times during the session. When the student is talking less than 25% of the time, the meter goes red, indicating that improvement is needed. When the student is talking more than half the time, the meter turns green. In between, it’s yellow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 700 tutors and 1,200 of their students were randomly assigned to one of three groups: one where the tutors were shown the talk meter, another where both tutors and students were shown the talk meter, and a third control group which wasn’t shown the talk meter at all for comparison.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When just the tutors saw the talk meter, they tended to curtail their explanations and talk much less. But despite their efforts to prod their tutees to talk more, students increased their talking only by 7%. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students were also shown the talk meter, the dynamic changed. Students increased their talking by 18%. Introverts especially started speaking up, according to interviews with the tutors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62974\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62974\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3.png\" alt=\"\" width=\"780\" height=\"824\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3-160x169.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3-768x811.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Example of the talk meter shown to tutors every 20 minutes during the tutoring session. \u003ccite>(Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results show how teaching and learning is a two-way street. It’s not just about coaching teachers to be better at their craft. We also need to coach students to be better learners. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not all the teacher’s responsibility to change student behavior,” said Dorottya Demszky, an assistant professor in education data science at Stanford University and lead author of the study. “I think it’s genuinely, super transformative to think of the student as part of it as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study hasn’t yet been published in a peer-reviewed journal and is currently a draft paper, “\u003c/span>\u003ca href=\"https://www.solaresearch.org/events/lak/lak24/\">\u003cspan style=\"font-weight: 400\">Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” so it may still be revised. It is slated to be presented at the March 2024 annual conference of the \u003c/span>\u003ca href=\"https://www.solaresearch.org/events/lak/lak24/\">\u003cspan style=\"font-weight: 400\">Society of Learning Analytics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Kyoto, Japan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In analyzing the sound files, Demszky noticed that students tended to work on their practice problems with the tutor more silently in both the control and tutor-only talk meter groups. But students started to verbalize their steps aloud once they saw the talk meter. Students were filling more of the silences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In interviews with the researchers, students said the meter made the tutoring session feel like a game. One student said, “It’s like a competition. So if you talk more, it’s like, I think you’re better at it.” Another noted: “When I see that it’s red, I get a little bit sad and then I keep on talking, then I see it yellow, and then I keep on talking more. Then I see it green and then I’m super happy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students found the meter distracting. “It can get annoying because sometimes when I’m trying to look at a question, it just appears, and then sometimes I can’t get rid of it,” one said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutors had mixed reactions, too. For many, the talk meter was a helpful reminder not to be long-winded in their explanations and to ask more probing, open-ended questions. Some tutors said they felt pressured to reach a 50-50 ratio and that they were unnaturally holding back from speaking. One tutor pointed out that it’s not always desirable for a student to talk so much. When you’re introducing a new concept or the student is really lost and struggling, it may be better for the teacher to speak more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Surprisingly, kids didn’t just fill the air with silly talk to move the gauge. Demszky’s team analyzed the transcripts in a subset of the tutoring sessions and found that students were genuinely talking about their math work and expressing their reasoning. The use of math terms increased by 42%.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, there are several drawbacks to the study design. We don’t know if students’ math achievement improved from the talk meter. The problem was that students of different ages were learning different things in different grades and different countries and there was no single, standardized test to give them all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another confounding factor is that students who saw the talk meter were also given extra information sessions and worksheets about the benefits of talking more. So we can’t tell from this experiment if the talk meter made the difference or if the information on the value of talking aloud would have been enough to get them to talk more.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62975\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62975\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2.png\" alt=\"\" width=\"780\" height=\"194\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2-160x40.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2-768x191.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Excerpts from transcribed tutoring sessions in which students are talking about the talk meter. \u003ccite>(Source: Table 4 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Demszky is working on developing a talk meter app that can be used in traditional classrooms to encourage more student participation. She hopes teachers will share talk meter results with their students. “I think you could involve the students a little more: ‘It seems like some of you weren’t participating. Or it seems like my questions were very closed ended? How can we work on this together?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But she said she’s treading carefully because she is aware that there can be unintended consequences with measurement apps. She wants to give feedback not only on how much students are talking but also on the quality of what they are talking about. And natural language processing still has trouble with English in foreign accents and background noise. Beyond the technological hurdles, there are psychological ones too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “Not everyone wants a Fitbit or a tool that gives them metrics and feedback,” Demszky acknowledges.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-to-get-teachers-to-talk-less-and-students-more/\">\u003ci>\u003cspan style=\"font-weight: 400\">student participation\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1344,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":22},"modified":1715955146,"excerpt":"A tutoring company partnered with Stanford researchers to test how alerts about talk ratios affected student participation.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"A tutoring company partnered with Stanford researchers to test how alerts about talk ratios affected student participation.","socialDescription":"A tutoring company partnered with Stanford researchers to test how alerts about talk ratios affected student participation.","title":"How an AI Talk meter Can Prompt Teachers to Talk Less and Students to Talk More | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How an AI Talk meter Can Prompt Teachers to Talk Less and Students to Talk More","datePublished":"2024-01-15T03:00:25-08:00","dateModified":"2024-05-17T07:12:26-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-an-ai-talk-meter-can-prompt-teachers-to-talk-less-and-students-to-talk-more","status":"publish","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","sticky":false,"showOnAuthorArchivePages":"No","articleAge":"0","nprStoryId":"kqed-62973","path":"/mindshift/62973/how-an-ai-talk-meter-can-prompt-teachers-to-talk-less-and-students-to-talk-more","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Silence may be golden, but when it comes to learning with a tutor, talking is pure gold. It’s audible proof that a student is paying attention and not drifting off, research suggests. More importantly, the more a student articulates his or her reasoning, the easier it is for a tutor to correct misunderstandings or praise a breakthrough. Those are the moments when learning happens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One India-based tutoring company, Cuemath, trains its tutors to encourage students to talk more. Its tutors are in India, but many of its clients are American families with elementary school children. The tutoring takes place at home via online video, like a Zoom meeting with a whiteboard, where both tutor and student can work on math problems together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The company wanted to see if it could boost student participation so it collaborated with researchers at Stanford University to develop a “talk meter,” sort of a Fitbit for the voice, for its tutoring site. Thanks to advances in artificial intelligence, the researchers could separate the audio of the tutors from that of the students and calculate the ratio of tutor-to-student speech.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62976\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62976\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1.png\" alt=\"\" width=\"780\" height=\"751\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1-160x154.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1-768x739.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Example of the talk meter shown to Cuemath tutors at the end of the tutoring session. \u003ccite>(Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In initial pilot tests, the talk meter was posted on the tutor’s video screen for the entire one-hour tutoring session, but tutors found that too distracting. The study was revised so that the meter pops up every 20 minutes or three times during the session. When the student is talking less than 25% of the time, the meter goes red, indicating that improvement is needed. When the student is talking more than half the time, the meter turns green. In between, it’s yellow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 700 tutors and 1,200 of their students were randomly assigned to one of three groups: one where the tutors were shown the talk meter, another where both tutors and students were shown the talk meter, and a third control group which wasn’t shown the talk meter at all for comparison.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When just the tutors saw the talk meter, they tended to curtail their explanations and talk much less. But despite their efforts to prod their tutees to talk more, students increased their talking only by 7%. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students were also shown the talk meter, the dynamic changed. Students increased their talking by 18%. Introverts especially started speaking up, according to interviews with the tutors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62974\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62974\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3.png\" alt=\"\" width=\"780\" height=\"824\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3-160x169.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3-768x811.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Example of the talk meter shown to tutors every 20 minutes during the tutoring session. \u003ccite>(Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results show how teaching and learning is a two-way street. It’s not just about coaching teachers to be better at their craft. We also need to coach students to be better learners. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not all the teacher’s responsibility to change student behavior,” said Dorottya Demszky, an assistant professor in education data science at Stanford University and lead author of the study. “I think it’s genuinely, super transformative to think of the student as part of it as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study hasn’t yet been published in a peer-reviewed journal and is currently a draft paper, “\u003c/span>\u003ca href=\"https://www.solaresearch.org/events/lak/lak24/\">\u003cspan style=\"font-weight: 400\">Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” so it may still be revised. It is slated to be presented at the March 2024 annual conference of the \u003c/span>\u003ca href=\"https://www.solaresearch.org/events/lak/lak24/\">\u003cspan style=\"font-weight: 400\">Society of Learning Analytics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Kyoto, Japan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In analyzing the sound files, Demszky noticed that students tended to work on their practice problems with the tutor more silently in both the control and tutor-only talk meter groups. But students started to verbalize their steps aloud once they saw the talk meter. Students were filling more of the silences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In interviews with the researchers, students said the meter made the tutoring session feel like a game. One student said, “It’s like a competition. So if you talk more, it’s like, I think you’re better at it.” Another noted: “When I see that it’s red, I get a little bit sad and then I keep on talking, then I see it yellow, and then I keep on talking more. Then I see it green and then I’m super happy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students found the meter distracting. “It can get annoying because sometimes when I’m trying to look at a question, it just appears, and then sometimes I can’t get rid of it,” one said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutors had mixed reactions, too. For many, the talk meter was a helpful reminder not to be long-winded in their explanations and to ask more probing, open-ended questions. Some tutors said they felt pressured to reach a 50-50 ratio and that they were unnaturally holding back from speaking. One tutor pointed out that it’s not always desirable for a student to talk so much. When you’re introducing a new concept or the student is really lost and struggling, it may be better for the teacher to speak more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Surprisingly, kids didn’t just fill the air with silly talk to move the gauge. Demszky’s team analyzed the transcripts in a subset of the tutoring sessions and found that students were genuinely talking about their math work and expressing their reasoning. The use of math terms increased by 42%.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, there are several drawbacks to the study design. We don’t know if students’ math achievement improved from the talk meter. The problem was that students of different ages were learning different things in different grades and different countries and there was no single, standardized test to give them all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another confounding factor is that students who saw the talk meter were also given extra information sessions and worksheets about the benefits of talking more. So we can’t tell from this experiment if the talk meter made the difference or if the information on the value of talking aloud would have been enough to get them to talk more.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62975\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62975\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2.png\" alt=\"\" width=\"780\" height=\"194\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2-160x40.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2-768x191.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Excerpts from transcribed tutoring sessions in which students are talking about the talk meter. \u003ccite>(Source: Table 4 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Demszky is working on developing a talk meter app that can be used in traditional classrooms to encourage more student participation. She hopes teachers will share talk meter results with their students. “I think you could involve the students a little more: ‘It seems like some of you weren’t participating. Or it seems like my questions were very closed ended? How can we work on this together?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But she said she’s treading carefully because she is aware that there can be unintended consequences with measurement apps. She wants to give feedback not only on how much students are talking but also on the quality of what they are talking about. And natural language processing still has trouble with English in foreign accents and background noise. Beyond the technological hurdles, there are psychological ones too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “Not everyone wants a Fitbit or a tool that gives them metrics and feedback,” Demszky acknowledges.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-to-get-teachers-to-talk-less-and-students-more/\">\u003ci>\u003cspan style=\"font-weight: 400\">student participation\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62973/how-an-ai-talk-meter-can-prompt-teachers-to-talk-less-and-students-to-talk-more","authors":["byline_mindshift_62973"],"categories":["mindshift_21504"],"tags":["mindshift_1023","mindshift_21733","mindshift_731","mindshift_21413"],"featImg":"mindshift_62978","label":"mindshift"},"mindshift_62921":{"type":"posts","id":"mindshift_62921","meta":{"index":"posts_1716263798","site":"mindshift","id":"62921","score":null,"sort":[1704711638000]},"guestAuthors":[],"slug":"four-lessons-from-post-pandemic-tutoring-research","title":"Four Lessons From Post-Pandemic Tutoring Research","publishDate":1704711638,"format":"standard","headTitle":"Four Lessons From Post-Pandemic Tutoring Research | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Research points to intensive daily tutoring as one of the most effective ways to help academically struggling children catch up. There have been a hundred randomized control trials, but one of the most cited is of a tutoring program in Chicago high schools, where ninth and 10th graders learned \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cspan style=\"font-weight: 400\">an extra year or two\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of math from a daily dose of tutoring. That’s the kind of result that could offset pandemic learning losses, which have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">remained devastating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and stubborn nearly four years after COVID-19 first erupted, and it’s why the Biden Administration has recommended that schools use their $190 billion in federal recovery funds on tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This tutoring evidence, however, was generated before the pandemic, and I was curious about what post-pandemic research says about how tutoring is going now that \u003c/span>\u003ca href=\"https://nces.ed.gov/surveys/spp/results.asp\">\u003cspan style=\"font-weight: 400\">almost 40% \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">of U.S. public schools say they’re offering \u003c/span>\u003cspan style=\"font-weight: 400\">high-dosage tutoring\u003c/span>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cspan style=\"font-weight: 400\">more than one out of 10 students\u003c/span>\u003cspan style=\"font-weight: 400\"> (11%) are receiving it this 2023-24 school year. Here are four lessons. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">1. Timing matters\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scheduling tutoring time during normal school hours and finding classroom space to conduct it are huge challenges for school leaders. The schedule is already packed with other classes and there aren’t enough empty classrooms. The easiest option is to tack tutoring on to the end of the school day as an after-school program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New Mexico did just that and offered high school students free 45-minute online video sessions three times a week in the evenings and weekends. The tutors were from Saga Education, the same tutoring organization that had produced spectacular results in Chicago. \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/tutoring-lessons-new-mexico\">\u003cspan style=\"font-weight: 400\">Only about 500 students signed up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of more than 34,000 who were eligible, according to a June 2023 report from MDRC, an outside research organization. Researchers concluded that after-school tutoring wasn’t a “viable solution for making a sizable and lasting impact.” The state has since switched to scheduling tutoring during the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Attendance is spotty, too. Many after-school tutoring programs around the country report that even students who sign up don’t attend regularly.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">2. There’s a hiring dilemma\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The job of tutor is now the \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/help-wanted-strategies-recruit-tutoring-workforce-large-scale\">\u003cspan style=\"font-weight: 400\">fastest-growing position\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the K–12 sector, but \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\">\u003cspan style=\"font-weight: 400\">40% of schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> say they’re struggling to hire tutors. That’s not surprising in a red-hot job market, where many companies say it’s tough to find employees. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at MDRC in a \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/help-wanted-strategies-recruit-tutoring-workforce-large-scale\">\u003cspan style=\"font-weight: 400\">December 2023 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote about different hiring strategies that schools around the country are using. I was flabbergasted to read that New Mexico was paying online tutors $50 an hour to tutor from their homes. Hourly rates of $20 to $30 are fairly common in my reporting. But at least the state was able to offer tutoring to students in remote, rural areas where it would otherwise be impossible to find qualified tutors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutoring companies are a booming business. Schools are using them because they take away the burden of hiring, training and supervising tutors. However, Fulton County, Georgia, which includes Atlanta, found that a tutoring company’s curriculum might have nothing to do with what children are learning in their classrooms and that there’s too little communication between tutors and classroom teachers. Tutors were quitting at high rates and replaced with new ones; students weren’t able to form long-term relationships with their tutors, which researchers say is critical to the success of tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Fulton County schools hired tutors directly, they were more integrated into the school community. However, schools considered them to be “paraprofessionals” and felt there were more urgent duties than tutoring that they needed to do, from substitute teaching and covering lunch duty to assisting teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chicago took the burden off schools and hired the tutors from the central office. But schools preferred tutors who were from the neighborhood because they could potentially become future teachers. The MDRC report described a sort of catch-22. Schools don’t have the capacity to hire and train tutors, but the tutors that are sent to them from outside vendors or a central office aren’t ideal either. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland, California, experienced many of the obstacles that schools are facing when trying to deliver tutoring at a large scale to thousands of students. The district attempted to give kindergarten through second grade students a half hour of reading tutoring a day. As described by a \u003c/span>\u003ca href=\"https://crpe.org/teachers-and-tutors-together-reimagining-literacy-instruction-in-oakland/\">\u003cspan style=\"font-weight: 400\">December 2023 case study of tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at the Center for Reinventing Public Education (CRPE), Oakland struggled with hiring, scheduling and real estate. It hired an outside tutoring organization to help, but it too had trouble recruiting tutors, who complained of low pay. Finding space was difficult. Some tutors had to work in the hallways with children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The good news is that students who worked with trained tutors made the same gains in reading as those who were given extra reading help by teachers. But the reading gains for students were inconsistent. Some students progressed less in reading than students typically do in a year without tutoring. Others gained almost an additional year’s worth of reading instruction – 88% more.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">3. We need more research on the effectiveness of video tutoring \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bringing armies of tutors into school buildings is a logistical and security nightmare. Online tutoring solves that problem. Many vendors have been trying to mimic the model of successful high-dosage tutoring by scheduling video conferencing sessions many times a week with the same well-trained tutor, who is using a good curriculum with step-by-step methods. But it remains a question whether students are as motivated to work as hard with video tutoring as they are in person. Everyone knows that 30 hours of Zoom instruction during school closures was a disaster. It’s unclear whether small, regular doses of video tutoring can be effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2020 and 2021, there were two studies of online video tutoring. A randomized control trial in Italy produced good results, especially when the students received tutoring four times a week. The tutoring was less than half as potent when the sessions fell to twice a week, according to a \u003c/span>\u003ca href=\"https://publications.iadb.org/en/italy-tutoring-online-program-top-successful-gobal-experience\">\u003cspan style=\"font-weight: 400\">paper published in September 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Another study in \u003c/span>\u003ca href=\"https://scholar.harvard.edu/mkraft/publications/online-tutoring-college-volunteers-experimental-evidence-pilot-program\">\u003cspan style=\"font-weight: 400\">Chicago found zero results\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from video tutoring. But the tutors were unpaid volunteers and many students missed out on sessions. Both tutors and tutees often failed to show up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://studentsupportaccelerator.com/briefs/effects-virtual-tutoring-young-readers\">\u003cspan style=\"font-weight: 400\">first randomized controlled trial of a virtual tutoring program for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was conducted during the 2022-23 school year at a large charter school network in Texas. Kindergarten, first and second graders received 20 minutes of video tutoring four times a week, from September through May, with an early reading tutoring organization called OnYourMark. Despite the logistical challenges of setting up little children on computers with headphones, the tutored children ended the year with higher \u003c/span>\u003ca href=\"https://dibels.uoregon.edu/\">\u003cspan style=\"font-weight: 400\">DIBELS scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a measure of reading proficiency for young children, than students who didn’t receive the tutoring. One-to-one video tutoring sometimes produced double the reading gains as video tutoring in pairs, demonstrating a difference between online and in-person tutoring, where larger groups of two and three students can be very effective too. That study was published in October 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video tutoring hasn’t always been a success. A tutoring program by Intervene K-12, a tutoring company, received high marks from \u003c/span>\u003ca href=\"https://intervenek12.com/wp-content/uploads/2023/12/Intervene-K-12-Tutoring.pdf\">\u003cspan style=\"font-weight: 400\">reviewers at Johns Hopkins University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but outside evaluators didn’t find benefits when it was tested on students in Texas. In an unpublished study, the National Student Support Accelerator, a Stanford University organization that is promoting and studying tutoring, found no difference in year-end state test scores between students who received the tutoring and those who received other small group support. Study results can depend greatly on whether the comparison control group is getting nothing or another extra-help alternative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Kraft, a Brown University economist who studies tutoring, says there hasn’t been an ideal study that pits online video tutoring directly against in-person tutoring to measure the difference between the two. Existing studies, he said, show some “encouraging signs.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most important thing for researchers to sort out is how many students a tutor can work with online at once. It’s unclear if groups of three or four, which can be effective in person, are as effective online. “The comments we’re getting from tutors are that it’s significantly different to tutor three students online than it is to tutor three students in person,” Kraft said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my observations of video tutoring, I have seen several students in groups of three angle their computers away from their faces. I’ve watched tutors call students’ names over and over again, trying to get their attention. To me, students appear far more focused and energetic in one-to-one video tutoring.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">4. Humans and machines could take turns\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A major downside to every kind of tutoring, both in-person and online, is its cost. The tutoring that worked so well in Chicago can run $4,000 per student. It’s expensive because students are getting over a hundred hours of tutoring and schools need to pay the tutors’ hourly wages. Several researchers are studying how to lower the costs of tutoring by combining human tutoring with online practice work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\">\u003cspan style=\"font-weight: 400\">pre-pandemic study that was described in a March 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the University of Chicago’s Education Lab, students worked in groups of four with an in-person tutor. The tutors worked closely with two students at a time while the other two students worked on practice problems independently on ALEKS, a widely used computerized tutoring system developed by academic researchers and owned by McGraw-Hill. Each day the students switched: the ALEKS kids worked with the tutor and the tutored kids turned to ALEKS. The tutor sat with all four students together, monitoring the ALEKS kids to make sure they were doing their math on the computer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The math gains nearly matched what the researchers had found in a prior study of human tutoring alone, where tutors worked with only two students at a time and required twice as many tutors. The cost was $2,000 per student, much less than the usual $3,000-$4,000 per student price tag of the human tutoring program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at the University of Chicago have been testing the same model with online video tutoring (instead of in-person) and said they are seeing “encouraging initial indications.” Currently, the research team is studying how many students one tutor can handle at a time, from four to as many as eight students, alternating between humans and ed tech, in order to find out if the sessions are still effective.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at Carnegie Mellon University conducted a similar study of swapping between human tutoring and practicing math on computers. Instead of ALEKS, this pilot study used Mathia, another computerized tutoring system developed by academic researchers and owned by Carnegie Learning. This was not a randomized control trial, but it did take place during the pandemic in 2020-21. Middle school students doubled the amount of math they learned compared to similar students who didn’t receive the tutoring, according to Ken Koedinger, a Carnegie Mellon professor who was part of the research team. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“AI tutors work when students use them,” said Koedinger. “But if students aren’t using them, they obviously don’t work.” The human tutors are better at motivating the students to keep practicing, he said. The computer system gives each student personalized practice work, targeted to their needs, instant feedback and hints.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology can also guide the tutors. With one early reading program, called Chapter One, in-person tutors work with young elementary school children in the classroom. Chapter One’s website keeps track of every child’s progress. The tutor’s screen indicates which student to work with next and what skills that student needs to work on. It also suggests phonics lessons and activities that the tutor can use during the session. \u003c/span>\u003ca href=\"https://studentsupportaccelerator.com/briefs/year-two-assessing-effects-high-impact-tutoring-young-readers\">\u003cspan style=\"font-weight: 400\">A two-year randomized control trial, published in December 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, found that the tutored children – many of whom received short five-minute bursts of tutoring at a time – outperformed children who didn’t receive the tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next frontier in tutoring, of course, is generative AI, such as Chat GPT. Researchers are studying how students learn directly from Khan Academy’s \u003c/span>\u003ca href=\"https://support.khanacademy.org/hc/en-us/community/posts/13992414612877-Introducing-Khanmigo-\">\u003cspan style=\"font-weight: 400\">Khanmigo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which gives step-by-step, personalized guidance, like a tutor, on how to solve problems. Other researchers are using this technology to help coach human tutors so that they can better respond to students’ misunderstandings and confusion. I’ll be looking out for these studies and will share the results with you.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-four-lessons-from-post-pandemic-tutoring-research/\">\u003ci>\u003cspan style=\"font-weight: 400\">video tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Timing, video and technology make a difference in how much tutoring could offset pandemic learning loss.","status":"publish","parent":0,"modified":1716571421,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":2226},"headData":{"title":"Four Lessons From Post-Pandemic Tutoring Research | KQED","description":"Timing, video and technology make a difference in how much tutoring could offset pandemic learning loss.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Timing, video and technology make a difference in how much tutoring could offset pandemic learning loss.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four Lessons From Post-Pandemic Tutoring Research","datePublished":"2024-01-08T03:00:38-08:00","dateModified":"2024-05-24T10:23:41-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62921/four-lessons-from-post-pandemic-tutoring-research","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Research points to intensive daily tutoring as one of the most effective ways to help academically struggling children catch up. There have been a hundred randomized control trials, but one of the most cited is of a tutoring program in Chicago high schools, where ninth and 10th graders learned \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cspan style=\"font-weight: 400\">an extra year or two\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of math from a daily dose of tutoring. That’s the kind of result that could offset pandemic learning losses, which have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">remained devastating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and stubborn nearly four years after COVID-19 first erupted, and it’s why the Biden Administration has recommended that schools use their $190 billion in federal recovery funds on tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This tutoring evidence, however, was generated before the pandemic, and I was curious about what post-pandemic research says about how tutoring is going now that \u003c/span>\u003ca href=\"https://nces.ed.gov/surveys/spp/results.asp\">\u003cspan style=\"font-weight: 400\">almost 40% \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">of U.S. public schools say they’re offering \u003c/span>\u003cspan style=\"font-weight: 400\">high-dosage tutoring\u003c/span>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cspan style=\"font-weight: 400\">more than one out of 10 students\u003c/span>\u003cspan style=\"font-weight: 400\"> (11%) are receiving it this 2023-24 school year. Here are four lessons. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">1. Timing matters\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scheduling tutoring time during normal school hours and finding classroom space to conduct it are huge challenges for school leaders. The schedule is already packed with other classes and there aren’t enough empty classrooms. The easiest option is to tack tutoring on to the end of the school day as an after-school program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New Mexico did just that and offered high school students free 45-minute online video sessions three times a week in the evenings and weekends. The tutors were from Saga Education, the same tutoring organization that had produced spectacular results in Chicago. \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/tutoring-lessons-new-mexico\">\u003cspan style=\"font-weight: 400\">Only about 500 students signed up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of more than 34,000 who were eligible, according to a June 2023 report from MDRC, an outside research organization. Researchers concluded that after-school tutoring wasn’t a “viable solution for making a sizable and lasting impact.” The state has since switched to scheduling tutoring during the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Attendance is spotty, too. Many after-school tutoring programs around the country report that even students who sign up don’t attend regularly.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">2. There’s a hiring dilemma\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The job of tutor is now the \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/help-wanted-strategies-recruit-tutoring-workforce-large-scale\">\u003cspan style=\"font-weight: 400\">fastest-growing position\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the K–12 sector, but \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\">\u003cspan style=\"font-weight: 400\">40% of schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> say they’re struggling to hire tutors. That’s not surprising in a red-hot job market, where many companies say it’s tough to find employees. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at MDRC in a \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/help-wanted-strategies-recruit-tutoring-workforce-large-scale\">\u003cspan style=\"font-weight: 400\">December 2023 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote about different hiring strategies that schools around the country are using. I was flabbergasted to read that New Mexico was paying online tutors $50 an hour to tutor from their homes. Hourly rates of $20 to $30 are fairly common in my reporting. But at least the state was able to offer tutoring to students in remote, rural areas where it would otherwise be impossible to find qualified tutors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutoring companies are a booming business. Schools are using them because they take away the burden of hiring, training and supervising tutors. However, Fulton County, Georgia, which includes Atlanta, found that a tutoring company’s curriculum might have nothing to do with what children are learning in their classrooms and that there’s too little communication between tutors and classroom teachers. Tutors were quitting at high rates and replaced with new ones; students weren’t able to form long-term relationships with their tutors, which researchers say is critical to the success of tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Fulton County schools hired tutors directly, they were more integrated into the school community. However, schools considered them to be “paraprofessionals” and felt there were more urgent duties than tutoring that they needed to do, from substitute teaching and covering lunch duty to assisting teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chicago took the burden off schools and hired the tutors from the central office. But schools preferred tutors who were from the neighborhood because they could potentially become future teachers. The MDRC report described a sort of catch-22. Schools don’t have the capacity to hire and train tutors, but the tutors that are sent to them from outside vendors or a central office aren’t ideal either. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland, California, experienced many of the obstacles that schools are facing when trying to deliver tutoring at a large scale to thousands of students. The district attempted to give kindergarten through second grade students a half hour of reading tutoring a day. As described by a \u003c/span>\u003ca href=\"https://crpe.org/teachers-and-tutors-together-reimagining-literacy-instruction-in-oakland/\">\u003cspan style=\"font-weight: 400\">December 2023 case study of tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at the Center for Reinventing Public Education (CRPE), Oakland struggled with hiring, scheduling and real estate. It hired an outside tutoring organization to help, but it too had trouble recruiting tutors, who complained of low pay. Finding space was difficult. Some tutors had to work in the hallways with children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The good news is that students who worked with trained tutors made the same gains in reading as those who were given extra reading help by teachers. But the reading gains for students were inconsistent. Some students progressed less in reading than students typically do in a year without tutoring. Others gained almost an additional year’s worth of reading instruction – 88% more.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">3. We need more research on the effectiveness of video tutoring \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bringing armies of tutors into school buildings is a logistical and security nightmare. Online tutoring solves that problem. Many vendors have been trying to mimic the model of successful high-dosage tutoring by scheduling video conferencing sessions many times a week with the same well-trained tutor, who is using a good curriculum with step-by-step methods. But it remains a question whether students are as motivated to work as hard with video tutoring as they are in person. Everyone knows that 30 hours of Zoom instruction during school closures was a disaster. It’s unclear whether small, regular doses of video tutoring can be effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2020 and 2021, there were two studies of online video tutoring. A randomized control trial in Italy produced good results, especially when the students received tutoring four times a week. The tutoring was less than half as potent when the sessions fell to twice a week, according to a \u003c/span>\u003ca href=\"https://publications.iadb.org/en/italy-tutoring-online-program-top-successful-gobal-experience\">\u003cspan style=\"font-weight: 400\">paper published in September 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Another study in \u003c/span>\u003ca href=\"https://scholar.harvard.edu/mkraft/publications/online-tutoring-college-volunteers-experimental-evidence-pilot-program\">\u003cspan style=\"font-weight: 400\">Chicago found zero results\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from video tutoring. But the tutors were unpaid volunteers and many students missed out on sessions. Both tutors and tutees often failed to show up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://studentsupportaccelerator.com/briefs/effects-virtual-tutoring-young-readers\">\u003cspan style=\"font-weight: 400\">first randomized controlled trial of a virtual tutoring program for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was conducted during the 2022-23 school year at a large charter school network in Texas. Kindergarten, first and second graders received 20 minutes of video tutoring four times a week, from September through May, with an early reading tutoring organization called OnYourMark. Despite the logistical challenges of setting up little children on computers with headphones, the tutored children ended the year with higher \u003c/span>\u003ca href=\"https://dibels.uoregon.edu/\">\u003cspan style=\"font-weight: 400\">DIBELS scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a measure of reading proficiency for young children, than students who didn’t receive the tutoring. One-to-one video tutoring sometimes produced double the reading gains as video tutoring in pairs, demonstrating a difference between online and in-person tutoring, where larger groups of two and three students can be very effective too. That study was published in October 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video tutoring hasn’t always been a success. A tutoring program by Intervene K-12, a tutoring company, received high marks from \u003c/span>\u003ca href=\"https://intervenek12.com/wp-content/uploads/2023/12/Intervene-K-12-Tutoring.pdf\">\u003cspan style=\"font-weight: 400\">reviewers at Johns Hopkins University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but outside evaluators didn’t find benefits when it was tested on students in Texas. In an unpublished study, the National Student Support Accelerator, a Stanford University organization that is promoting and studying tutoring, found no difference in year-end state test scores between students who received the tutoring and those who received other small group support. Study results can depend greatly on whether the comparison control group is getting nothing or another extra-help alternative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Kraft, a Brown University economist who studies tutoring, says there hasn’t been an ideal study that pits online video tutoring directly against in-person tutoring to measure the difference between the two. Existing studies, he said, show some “encouraging signs.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most important thing for researchers to sort out is how many students a tutor can work with online at once. It’s unclear if groups of three or four, which can be effective in person, are as effective online. “The comments we’re getting from tutors are that it’s significantly different to tutor three students online than it is to tutor three students in person,” Kraft said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my observations of video tutoring, I have seen several students in groups of three angle their computers away from their faces. I’ve watched tutors call students’ names over and over again, trying to get their attention. To me, students appear far more focused and energetic in one-to-one video tutoring.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">4. Humans and machines could take turns\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A major downside to every kind of tutoring, both in-person and online, is its cost. The tutoring that worked so well in Chicago can run $4,000 per student. It’s expensive because students are getting over a hundred hours of tutoring and schools need to pay the tutors’ hourly wages. Several researchers are studying how to lower the costs of tutoring by combining human tutoring with online practice work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\">\u003cspan style=\"font-weight: 400\">pre-pandemic study that was described in a March 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the University of Chicago’s Education Lab, students worked in groups of four with an in-person tutor. The tutors worked closely with two students at a time while the other two students worked on practice problems independently on ALEKS, a widely used computerized tutoring system developed by academic researchers and owned by McGraw-Hill. Each day the students switched: the ALEKS kids worked with the tutor and the tutored kids turned to ALEKS. The tutor sat with all four students together, monitoring the ALEKS kids to make sure they were doing their math on the computer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The math gains nearly matched what the researchers had found in a prior study of human tutoring alone, where tutors worked with only two students at a time and required twice as many tutors. The cost was $2,000 per student, much less than the usual $3,000-$4,000 per student price tag of the human tutoring program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at the University of Chicago have been testing the same model with online video tutoring (instead of in-person) and said they are seeing “encouraging initial indications.” Currently, the research team is studying how many students one tutor can handle at a time, from four to as many as eight students, alternating between humans and ed tech, in order to find out if the sessions are still effective.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at Carnegie Mellon University conducted a similar study of swapping between human tutoring and practicing math on computers. Instead of ALEKS, this pilot study used Mathia, another computerized tutoring system developed by academic researchers and owned by Carnegie Learning. This was not a randomized control trial, but it did take place during the pandemic in 2020-21. Middle school students doubled the amount of math they learned compared to similar students who didn’t receive the tutoring, according to Ken Koedinger, a Carnegie Mellon professor who was part of the research team. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“AI tutors work when students use them,” said Koedinger. “But if students aren’t using them, they obviously don’t work.” The human tutors are better at motivating the students to keep practicing, he said. The computer system gives each student personalized practice work, targeted to their needs, instant feedback and hints.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology can also guide the tutors. With one early reading program, called Chapter One, in-person tutors work with young elementary school children in the classroom. Chapter One’s website keeps track of every child’s progress. The tutor’s screen indicates which student to work with next and what skills that student needs to work on. It also suggests phonics lessons and activities that the tutor can use during the session. \u003c/span>\u003ca href=\"https://studentsupportaccelerator.com/briefs/year-two-assessing-effects-high-impact-tutoring-young-readers\">\u003cspan style=\"font-weight: 400\">A two-year randomized control trial, published in December 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, found that the tutored children – many of whom received short five-minute bursts of tutoring at a time – outperformed children who didn’t receive the tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next frontier in tutoring, of course, is generative AI, such as Chat GPT. Researchers are studying how students learn directly from Khan Academy’s \u003c/span>\u003ca href=\"https://support.khanacademy.org/hc/en-us/community/posts/13992414612877-Introducing-Khanmigo-\">\u003cspan style=\"font-weight: 400\">Khanmigo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which gives step-by-step, personalized guidance, like a tutor, on how to solve problems. Other researchers are using this technology to help coach human tutors so that they can better respond to students’ misunderstandings and confusion. I’ll be looking out for these studies and will share the results with you.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-four-lessons-from-post-pandemic-tutoring-research/\">\u003ci>\u003cspan style=\"font-weight: 400\">video tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62921/four-lessons-from-post-pandemic-tutoring-research","authors":["byline_mindshift_62921"],"categories":["mindshift_21504"],"tags":["mindshift_731","mindshift_21413"],"featImg":"mindshift_62924","label":"mindshift"},"mindshift_62572":{"type":"posts","id":"mindshift_62572","meta":{"index":"posts_1716263798","site":"mindshift","id":"62572","score":null,"sort":[1697450404000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1697450404,"format":"standard","title":"Schools keep buying online drop-in tutoring. Research doesn’t support it.","headTitle":"Schools keep buying online drop-in tutoring. Research doesn’t support it. | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Ever since schools reopened and resumed in-person instruction, districts have been trying to help students catch up from pandemic learning losses. The Biden Administration has urged schools to use tutoring. Many schools have purchased an online version that gives students 24/7 access to tutors. Typically, communication is through text chat, similar to communicating with customer service on a website. Students never see their tutors or hear their voices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers estimate that \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">\u003cspan style=\"font-weight: 400\">billions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been spent on these online tutoring services, but so far, there’s no good evidence that they are helping many students catch up. And many students need extra help. According to the most recent test scores from spring 2023, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">50% more students are below grade level than before the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; even higher achieving students remain months behind where they should be.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Low uptake\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The main problem is that on-demand tutoring relies on students to seek extra help. Very few do. Some school systems have reported \u003c/span>\u003ca href=\"https://wtop.com/fairfax-county/2022/11/most-fairfax-co-students-didnt-use-free-tutoring-service-la\">\u003cspan style=\"font-weight: 400\">usage rates below 2%.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A 2022 \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/ai22-654\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at Brown University of an effort to boost usage among 7,000 students at a California charter school network found that students who needed the most help were the least likely to try online tutoring and only a very small percentage of students used it regularly. Opt-in tutoring could “exacerbate inequalities rather than reduce them,” warned a \u003c/span>\u003ca href=\"https://www.edresearchforaction.org/research-briefs/accelerating-student-academic-recovery/\">\u003cspan style=\"font-weight: 400\">September 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Brown University’s Annenberg Center, Results for America, a nonprofit that promotes evidence-backed policies, the American Institutes for Research and NWEA, an assessment firm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In January 2023, an independent research firm Mathematica released a \u003c/span>\u003ca href=\"https://www.mathematica.org/publications/impacts-of-upchieve-on-demand-tutoring-on-students-math-knowledge-and-perceptions\">\u003cspan style=\"font-weight: 400\">more positive report on students’ math gains with an online tutoring service called UPchieve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which uses volunteers as tutors. It seemed to suggest that high school students could make extraordinary math progress from online homework help. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve is a foundation-funded nonprofit with a slightly different model. Instead of schools buying the tutoring service from a commercial vendor, UPchieve makes its tutors freely available to any student in grades eight to 12 living in a low-income zip code or attending a low-income high school. Behind the scenes, foundations cover the cost to deliver the tutoring, about $5 per student served. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Those foundations include the Bill & Melinda Gates and the Overdeck Family foundations, which are also among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve posted findings from the study in large font on its website: “\u003c/span>\u003ca href=\"https://upchieve.org/impact\">\u003cspan style=\"font-weight: 400\">Using UPchieve 9 times caused student test scores to meaningfully increase” by “9 percentile rank points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” If true, that would be equivalent to doubling the amount of math that a typical high school student learns. That would mean that students learned an extra 14 weeks worth of math from just a few extra hours of instruction. Not even the most highly regarded and expensive tutoring programs using professional tutors who are following clear lesson plans achieve this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003cspan style=\"font-weight: 400\"> garnered a lot of attention on social media and flattering media coverage “\u003c/span>\u003ca href=\"https://www.the74million.org/article/how-a-free-24-7-tutoring-model-is-disrupting-learning-loss-for-low-income-kids/\">\u003cspan style=\"font-weight: 400\">for disrupting learning loss in low-income kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” But how real was this progress? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gift card incentives\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I read the study, which was also commissioned by the Gates foundation, I immediately saw that UPchieve’s excerpts were taken out of context. This was not a straightforward randomized controlled trial, comparing what happens to students who were offered this tutoring with students who were not. Instead, it was a trial of the power of cash incentives and email reminders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the experiment, Mathematica researchers had recruited high schoolers who were already logging into the UPchieve tutoring service. These were no ordinary ninth and 10th graders. They were motivated to seek extra help, resourceful enough to find this tutoring website on their own (it was not promoted through their schools) and liked math enough to take extra tests to participate in the study. One group was given extra payments of $5 a week for doing at least 10 minutes of math tutoring on UPchieve, and sent weekly email reminders. The other group wasn’t. Students in both groups received $100 for participating in the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gift cards increased usage by 1.6 hours or five to six more sessions over the course of 14 weeks. These incentivized students “met” with a tutor for a total of nine sessions on average; the other students averaged fewer than four sessions. (As an aside, it’s unusual that cash incentives would double usage. Slicing the results another way, only 22% of the students in the gift-card group used UPchieve more than 10 times compared with 14% in the other group. That’s more typical.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of 14 weeks, students took the Renaissance Star math test, an assessment taken by millions of students across the nation. But the researchers did not report those test scores. That’s because they were unlucky in their random assignment of students. By chance, comparatively weaker math students kept getting assigned to receive cash incentives. It wasn’t an apples-to-apples comparison between the two groups, a problem that can happen in a small randomized controlled trial. To compensate, the researchers statistically adjusted the final math scores to account for differences in baseline math achievement. It’s those statistically adjusted scores that showed such huge math gains for the students who had received the cash incentives and used the tutoring service more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the huge 9 percentile point improvement in math was \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> statistically significant. There were so few students in the study – 89 in total – that the results could have been a fluke. You’d need a much larger sample size to be confident.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A caution from the researcher\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I interviewed one of the Mathematica researchers, he was cautious about UPchieve and on-demand tutoring in general. “This is an approach to tutoring that has promise for improving students’ math knowledge for a specific subset of students: those who are likely to proactively take up an on-demand tutoring service,” said Greg Chojnacki, a co-author of the UPchieve study. “The study really doesn’t speak to how promising this model is for students who may face additional barriers to taking up tutoring.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki has been studying different versions of tutoring and he says that this on-demand version might prove to be beneficial for the “kid who may be jumping up for extra help the first chance they get,” while other children might first need to “build a trusting relationship” with a tutor they can see and talk to before they engage in learning. With UPchieve and other on-demand models, students are assigned to a different tutor at each session and don’t get a chance to build a relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki also walked back the numerical results in our interview. He told me not to “put too much stock” in the exact amount of math that students learned. He said he’s confident that self-motivated students who use the tutoring service more often learned more math, but it could be “anywhere above zero” and not nearly as high as 9 percentile points – an extra three and a half months worth of math instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>UPchieve defends “magical” results\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve’s founder, Aly Murray, told me that the Mathematica study results initially surprised her, too. “I agree they almost seem magical,” she said by email. While acknowledging that a larger study is needed to confirm the results, she said she believes that online tutoring without audio and video can “lead to greater learning” than in-person tutoring “when done right.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally believe that tutoring is most effective when the student is choosing to be there and has an acute need that they want to address (two things that are both uniquely true of on-demand tutoring),” she wrote. “Students have told us how helpful it is to get timely feedback and support in the exact moment that they get confused (which is often late at night in their homes while working on their homework). So in general, I believe that on-demand tutoring is more impactful than traditional high-dosage tutoring models on a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per tutoring session\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per hour of tutoring\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> basis. This could be part of why we were able to achieve such outsized results despite the low number of sessions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Murray acknowledged that low usage remains a problem. At UPchieve’s partner schools, only 5% of students logged in at least once during the 2022-23 year, she told me. At some schools, usage rates fell below 1%. Her goal is to increase usage rates at partner schools to 36%. (Any low-income student in grades eight to 12 can use the tutoring service at no cost and their schools don’t pay UPchieve for the tutoring either, but some “partner” schools pay UPchieve to promote and monitor usage.) \u003c/span>\u003c/p>\n\u003cp>\u003cb>The downside to homework help\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping students who are stuck on a homework assignment is certainly nice for motivated kids who love school, but relying on homework questions is a poor way to catch up students who are the most behind, according to many tutoring experts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have a hard time believing that students know enough about what they don’t know,” said Susanna Loeb, a Stanford University economist who founded the National Student Support Accelerator, which aims to bring evidence-based tutoring to more students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are behind grade level, homework questions often don’t address their gaps in basic math foundations. “Maybe underneath, they’re struggling with percentages, but they’re bringing an algebra question,” said Loeb. “If you just bring the work of the classroom to the tutor, it doesn’t help students very much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pre-pandemic research of once-a-week after-school homework help also produced disappointing results for struggling students. Effective tutoring starts with an assessment of students’ gaps, Loeb said, followed by consistent, structured lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Schools struggle to offer tutors for all students\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With so little evidence, why are schools buying on-demand online tutoring? Pittsburgh superintendent Wayne Walters said he was unable to arrange for in-person tutoring in all of his 54 schools and wanted to give each of his 19,000 students access to something. He \u003c/span>\u003ca href=\"https://www.tutor.com/press/press-releases-2023/20230807\">\u003cspan style=\"font-weight: 400\">signed a contract with Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for unlimited online text-chat tutoring in 2023-24. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m going forward with it because it’s available,” Walters said. “If I don’t have something to provide, or even offer, then that limits opportunity and access. If there’s no access, then I can’t even push the needle to address the most marginalized and the most vulnerable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walters hopes to make on-demand tutoring “sexy” and appealing to high schoolers accustomed to texting. But online tutoring is not the same as spontaneous texting between friends. One-minute delays in tutors’ replies to questions can test students’ patience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On-demand tutoring can appear to be an economical option. Pittsburgh is able to offer this kind of tutoring, which includes college admissions test prep for high schoolers, to all 19,000 of its students for $600,000. Providing 400 students with a high-dosage tutoring program – the kind that researchers recommend – could cost $1.5 million. There are thousands of Pittsburgh students who are significantly behind grade level. It doesn’t seem fair to deliver high-quality in-person tutoring to only a lucky few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, once you factor in actual usage, the economics of on-demand tutoring looks less impressive. In \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\">\u003cspan style=\"font-weight: 400\">Fairfax County, Va., for example, only 1.6% of students used Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If Pittsburgh doesn’t surpass that rate, then no more than 300 of its students will be served.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are no villains here. School leaders are trying to do the best they can and be fair to everyone. Hopes are raised when research suggests that online on-demand tutoring can work if they can succeed in marketing to students. But they should be skeptical of studies that promise easy solutions before investing precious resources. That money could be better spent on small-group tutoring that \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\">\u003cspan style=\"font-weight: 400\">dozens of studies show is more effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-schools-keep-buying-online-drop-in-tutoring-the-research-doesnt-support-it/\">\u003ci>\u003cspan style=\"font-weight: 400\">drop-in tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":2154,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":37},"modified":1697246858,"excerpt":"Schools have spent billions on online tutoring services to address pandemic learning loss. So far, there’s no good evidence that they are helping many students catch up.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Schools have spent billions on online tutoring services to address pandemic learning loss. So far, there’s no good evidence that they are helping many students catch up.","socialDescription":"Schools have spent billions on online tutoring services to address pandemic learning loss. So far, there’s no good evidence that they are helping many students catch up.","title":"Schools keep buying online drop-in tutoring. Research doesn’t support it. | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Schools keep buying online drop-in tutoring. Research doesn’t support it.","datePublished":"2023-10-16T03:00:04-07:00","dateModified":"2023-10-13T18:27:38-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"schools-keep-buying-online-drop-in-tutoring-research-doesnt-support-it","status":"publish","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62572/schools-keep-buying-online-drop-in-tutoring-research-doesnt-support-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever since schools reopened and resumed in-person instruction, districts have been trying to help students catch up from pandemic learning losses. The Biden Administration has urged schools to use tutoring. Many schools have purchased an online version that gives students 24/7 access to tutors. Typically, communication is through text chat, similar to communicating with customer service on a website. Students never see their tutors or hear their voices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers estimate that \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">\u003cspan style=\"font-weight: 400\">billions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been spent on these online tutoring services, but so far, there’s no good evidence that they are helping many students catch up. And many students need extra help. According to the most recent test scores from spring 2023, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">50% more students are below grade level than before the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; even higher achieving students remain months behind where they should be.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Low uptake\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The main problem is that on-demand tutoring relies on students to seek extra help. Very few do. Some school systems have reported \u003c/span>\u003ca href=\"https://wtop.com/fairfax-county/2022/11/most-fairfax-co-students-didnt-use-free-tutoring-service-la\">\u003cspan style=\"font-weight: 400\">usage rates below 2%.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A 2022 \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/ai22-654\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at Brown University of an effort to boost usage among 7,000 students at a California charter school network found that students who needed the most help were the least likely to try online tutoring and only a very small percentage of students used it regularly. Opt-in tutoring could “exacerbate inequalities rather than reduce them,” warned a \u003c/span>\u003ca href=\"https://www.edresearchforaction.org/research-briefs/accelerating-student-academic-recovery/\">\u003cspan style=\"font-weight: 400\">September 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Brown University’s Annenberg Center, Results for America, a nonprofit that promotes evidence-backed policies, the American Institutes for Research and NWEA, an assessment firm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In January 2023, an independent research firm Mathematica released a \u003c/span>\u003ca href=\"https://www.mathematica.org/publications/impacts-of-upchieve-on-demand-tutoring-on-students-math-knowledge-and-perceptions\">\u003cspan style=\"font-weight: 400\">more positive report on students’ math gains with an online tutoring service called UPchieve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which uses volunteers as tutors. It seemed to suggest that high school students could make extraordinary math progress from online homework help. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve is a foundation-funded nonprofit with a slightly different model. Instead of schools buying the tutoring service from a commercial vendor, UPchieve makes its tutors freely available to any student in grades eight to 12 living in a low-income zip code or attending a low-income high school. Behind the scenes, foundations cover the cost to deliver the tutoring, about $5 per student served. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Those foundations include the Bill & Melinda Gates and the Overdeck Family foundations, which are also among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve posted findings from the study in large font on its website: “\u003c/span>\u003ca href=\"https://upchieve.org/impact\">\u003cspan style=\"font-weight: 400\">Using UPchieve 9 times caused student test scores to meaningfully increase” by “9 percentile rank points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” If true, that would be equivalent to doubling the amount of math that a typical high school student learns. That would mean that students learned an extra 14 weeks worth of math from just a few extra hours of instruction. Not even the most highly regarded and expensive tutoring programs using professional tutors who are following clear lesson plans achieve this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003cspan style=\"font-weight: 400\"> garnered a lot of attention on social media and flattering media coverage “\u003c/span>\u003ca href=\"https://www.the74million.org/article/how-a-free-24-7-tutoring-model-is-disrupting-learning-loss-for-low-income-kids/\">\u003cspan style=\"font-weight: 400\">for disrupting learning loss in low-income kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” But how real was this progress? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gift card incentives\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I read the study, which was also commissioned by the Gates foundation, I immediately saw that UPchieve’s excerpts were taken out of context. This was not a straightforward randomized controlled trial, comparing what happens to students who were offered this tutoring with students who were not. Instead, it was a trial of the power of cash incentives and email reminders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the experiment, Mathematica researchers had recruited high schoolers who were already logging into the UPchieve tutoring service. These were no ordinary ninth and 10th graders. They were motivated to seek extra help, resourceful enough to find this tutoring website on their own (it was not promoted through their schools) and liked math enough to take extra tests to participate in the study. One group was given extra payments of $5 a week for doing at least 10 minutes of math tutoring on UPchieve, and sent weekly email reminders. The other group wasn’t. Students in both groups received $100 for participating in the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gift cards increased usage by 1.6 hours or five to six more sessions over the course of 14 weeks. These incentivized students “met” with a tutor for a total of nine sessions on average; the other students averaged fewer than four sessions. (As an aside, it’s unusual that cash incentives would double usage. Slicing the results another way, only 22% of the students in the gift-card group used UPchieve more than 10 times compared with 14% in the other group. That’s more typical.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of 14 weeks, students took the Renaissance Star math test, an assessment taken by millions of students across the nation. But the researchers did not report those test scores. That’s because they were unlucky in their random assignment of students. By chance, comparatively weaker math students kept getting assigned to receive cash incentives. It wasn’t an apples-to-apples comparison between the two groups, a problem that can happen in a small randomized controlled trial. To compensate, the researchers statistically adjusted the final math scores to account for differences in baseline math achievement. It’s those statistically adjusted scores that showed such huge math gains for the students who had received the cash incentives and used the tutoring service more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the huge 9 percentile point improvement in math was \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> statistically significant. There were so few students in the study – 89 in total – that the results could have been a fluke. You’d need a much larger sample size to be confident.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A caution from the researcher\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I interviewed one of the Mathematica researchers, he was cautious about UPchieve and on-demand tutoring in general. “This is an approach to tutoring that has promise for improving students’ math knowledge for a specific subset of students: those who are likely to proactively take up an on-demand tutoring service,” said Greg Chojnacki, a co-author of the UPchieve study. “The study really doesn’t speak to how promising this model is for students who may face additional barriers to taking up tutoring.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki has been studying different versions of tutoring and he says that this on-demand version might prove to be beneficial for the “kid who may be jumping up for extra help the first chance they get,” while other children might first need to “build a trusting relationship” with a tutor they can see and talk to before they engage in learning. With UPchieve and other on-demand models, students are assigned to a different tutor at each session and don’t get a chance to build a relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki also walked back the numerical results in our interview. He told me not to “put too much stock” in the exact amount of math that students learned. He said he’s confident that self-motivated students who use the tutoring service more often learned more math, but it could be “anywhere above zero” and not nearly as high as 9 percentile points – an extra three and a half months worth of math instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>UPchieve defends “magical” results\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve’s founder, Aly Murray, told me that the Mathematica study results initially surprised her, too. “I agree they almost seem magical,” she said by email. While acknowledging that a larger study is needed to confirm the results, she said she believes that online tutoring without audio and video can “lead to greater learning” than in-person tutoring “when done right.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally believe that tutoring is most effective when the student is choosing to be there and has an acute need that they want to address (two things that are both uniquely true of on-demand tutoring),” she wrote. “Students have told us how helpful it is to get timely feedback and support in the exact moment that they get confused (which is often late at night in their homes while working on their homework). So in general, I believe that on-demand tutoring is more impactful than traditional high-dosage tutoring models on a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per tutoring session\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per hour of tutoring\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> basis. This could be part of why we were able to achieve such outsized results despite the low number of sessions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Murray acknowledged that low usage remains a problem. At UPchieve’s partner schools, only 5% of students logged in at least once during the 2022-23 year, she told me. At some schools, usage rates fell below 1%. Her goal is to increase usage rates at partner schools to 36%. (Any low-income student in grades eight to 12 can use the tutoring service at no cost and their schools don’t pay UPchieve for the tutoring either, but some “partner” schools pay UPchieve to promote and monitor usage.) \u003c/span>\u003c/p>\n\u003cp>\u003cb>The downside to homework help\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping students who are stuck on a homework assignment is certainly nice for motivated kids who love school, but relying on homework questions is a poor way to catch up students who are the most behind, according to many tutoring experts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have a hard time believing that students know enough about what they don’t know,” said Susanna Loeb, a Stanford University economist who founded the National Student Support Accelerator, which aims to bring evidence-based tutoring to more students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are behind grade level, homework questions often don’t address their gaps in basic math foundations. “Maybe underneath, they’re struggling with percentages, but they’re bringing an algebra question,” said Loeb. “If you just bring the work of the classroom to the tutor, it doesn’t help students very much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pre-pandemic research of once-a-week after-school homework help also produced disappointing results for struggling students. Effective tutoring starts with an assessment of students’ gaps, Loeb said, followed by consistent, structured lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Schools struggle to offer tutors for all students\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With so little evidence, why are schools buying on-demand online tutoring? Pittsburgh superintendent Wayne Walters said he was unable to arrange for in-person tutoring in all of his 54 schools and wanted to give each of his 19,000 students access to something. He \u003c/span>\u003ca href=\"https://www.tutor.com/press/press-releases-2023/20230807\">\u003cspan style=\"font-weight: 400\">signed a contract with Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for unlimited online text-chat tutoring in 2023-24. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m going forward with it because it’s available,” Walters said. “If I don’t have something to provide, or even offer, then that limits opportunity and access. If there’s no access, then I can’t even push the needle to address the most marginalized and the most vulnerable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walters hopes to make on-demand tutoring “sexy” and appealing to high schoolers accustomed to texting. But online tutoring is not the same as spontaneous texting between friends. One-minute delays in tutors’ replies to questions can test students’ patience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On-demand tutoring can appear to be an economical option. Pittsburgh is able to offer this kind of tutoring, which includes college admissions test prep for high schoolers, to all 19,000 of its students for $600,000. Providing 400 students with a high-dosage tutoring program – the kind that researchers recommend – could cost $1.5 million. There are thousands of Pittsburgh students who are significantly behind grade level. It doesn’t seem fair to deliver high-quality in-person tutoring to only a lucky few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, once you factor in actual usage, the economics of on-demand tutoring looks less impressive. In \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\">\u003cspan style=\"font-weight: 400\">Fairfax County, Va., for example, only 1.6% of students used Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If Pittsburgh doesn’t surpass that rate, then no more than 300 of its students will be served.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are no villains here. School leaders are trying to do the best they can and be fair to everyone. Hopes are raised when research suggests that online on-demand tutoring can work if they can succeed in marketing to students. But they should be skeptical of studies that promise easy solutions before investing precious resources. That money could be better spent on small-group tutoring that \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\">\u003cspan style=\"font-weight: 400\">dozens of studies show is more effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-schools-keep-buying-online-drop-in-tutoring-the-research-doesnt-support-it/\">\u003ci>\u003cspan style=\"font-weight: 400\">drop-in tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62572/schools-keep-buying-online-drop-in-tutoring-research-doesnt-support-it","authors":["byline_mindshift_62572"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_21824","mindshift_731","mindshift_21704","mindshift_21413","mindshift_21823"],"featImg":"mindshift_62573","label":"mindshift"},"mindshift_62445":{"type":"posts","id":"mindshift_62445","meta":{"index":"posts_1716263798","site":"mindshift","id":"62445","score":null,"sort":[1695898687000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1695898687,"format":"standard","title":"Denver Public Schools pledged to pay tutoring vendors based on their results. Did it work?","headTitle":"Denver Public Schools pledged to pay tutoring vendors based on their results. Did it work? | KQED","content":"\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/9/27/23891674/tutoring-denver-public-schools-outcomes-based-contracts-pandemic-esser\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Two outside companies that Denver Public Schools hired to tutor students in an effort to make up for lost learning fell short of some targets that could have earned the companies extra pay.\u003c/p>\n\u003cp>Though one company fared better than the other, many students didn’t hit the academic benchmarks spelled out in the district’s contracts. Some students struggled with participation, and staffing was a challenge for the company that tutored students in person.\u003c/p>\n\u003cp>“It was definitely a learning experience,” said Angelin Thompson, the director of expanded academic learning for DPS. “It’s great if you can do it with fidelity and if you have qualified tutors. There are just a lot of components that go into it that make it effective or ineffective.”\u003c/p>\n\u003cp>But because the contracts with the companies linked part of their payments to the achievement of certain targets, DPS isn’t paying for outcomes that weren’t achieved.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The concept of outcomes-based contracting is catching on at a time when school districts across the country have more cash to spend and bigger gaps to close.\u003c/p>\n\u003cp>Pandemic-era disruptions caused many students to miss key lessons, which prompted the federal government to invest \u003ca href=\"https://www.kqed.org/mindshift/62386/schools-face-a-funding-cliff-how-bad-will-the-fall-be\">billions of dollars of COVID-19 relief funding\u003c/a> in America’s schools.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\" target=\"_blank\" rel=\"noopener\">Tutoring quickly emerged as a leading research-based strategy\u003c/a> to catch students up — especially high-impact or high-dosage tutoring, which DPS defined as 36 hours per student.\u003c/p>\n\u003cp>Colorado lawmakers set aside nearly $5 million in state funding in 2021 for grants to school districts to set up high-impact tutoring programs, and the State Board of Education pumped even more federal COVID relief aid, known as ESSER, into the program.\u003c/p>\n\u003cp>Denver Public Schools, the state’s largest district, applied for the grants and won. The tutoring began in fall 2021 and ramped up last school year when \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/3/4/22962367/denver-literacy-math-tutoring-pandemic-learning-loss-federal-relief-money\" target=\"_blank\" rel=\"noopener\">DPS signed contracts with two companies\u003c/a>: Cignition and University Instructors. But the program was still pilot-size, serving only about 1,500 students total, or about 2% of all students in DPS.\u003c/p>\n\u003ch2 id=\"hSsHYl\">Younger students made less progress\u003c/h2>\n\u003cp>University Instructors struggled the most to meet the benchmarks in its contract.\u003c/p>\n\u003cp>In the 2022-23 school year, the Virginia-based company provided in-person literacy tutoring to DPS students in kindergarten through third grade. Its contract was for a maximum of $1.2 million: $900 per student in base pay with the possibility of $1,500 per student in payments based on hitting target outcomes.\u003c/p>\n\u003cp>The outcomes were based on the mechanics of reading: Did students’ fluency improve, as measured by a test called iStation? How about their vocabulary or phonemic awareness?\u003c/p>\n\u003cp>The answer for many students was no — or at least not enough to meet the benchmarks in the contract. For example, about half of the 641 students tutored by University Instructors met the benchmark in fluency, but only 17% met the benchmark in vocabulary, Thompson said.\u003c/p>\n\u003cp>University Instructors will likely be paid about $826,000, or about 68% of the maximum in its contract, according to calculations by Thompson’s staff.\u003c/p>\n\u003cp>The company did not respond to messages seeking comment for this story.\u003c/p>\n\u003cp>Staffing challenges contributed to the results, Thompson said. University Instructors struggled at times to hire qualified local tutors and provide substitutes when tutors were out, she said.\u003c/p>\n\u003cp>Another hiccup was more technical. Not all DPS schools use the iStation test that University Instructors’ target outcomes were based on. Thompson’s staff tried to approximate whether students who took other tests met the benchmarks, but she said that wasn’t always possible.\u003c/p>\n\u003ch2 id=\"gaReCr\">Online tutoring was more successful\u003c/h2>\n\u003cp>Cignition fared better. District records show DPS paid the California-based company $1.25 million to provide online math tutoring to students in third through eighth grade in 2022-23. Cignition’s contract with DPS was for up to $1.3 million, and the company served 924 students.\u003c/p>\n\u003cp>Cignition had four outcomes it was trying to achieve: two based on students’ confidence about math, as measured by surveys before and after tutoring, and two based on students’ academic growth, as measured by test scores before and after tutoring. The company was paid a base rate of $720 per student and could earn $940 per student on top of that if it met all targets.\u003c/p>\n\u003cp>In an interview, Cignition provided a detailed breakdown of its results. The majority of students reported higher confidence, with as many as 89% meeting one of the survey-based benchmarks. Fewer students — 72% — met the academic benchmarks, the company said.\u003c/p>\n\u003cp>Michael Cohen, founder and CEO of Cignition, said he’s proud of the outcomes.\u003c/p>\n\u003cp>“We care about quality,” he said. “We’re there to help their students that are struggling the most. Some of those students are really, really struggling, and we do everything we can for every student to bring them up as far as they can possibly get in that school year. There’s going to be a range. Not every last one will get to the highest possible grade.”\u003c/p>\n\u003cp>Unlike University Instructors, Cignition did not struggle with staffing, according to both the company and DPS. Its model calls for one tutor, who can live anywhere in the country, to work online with a group of four students, giving that group undivided attention.\u003c/p>\n\u003cp>But Cignition did report issues with student attendance and schools occasionally canceling virtual tutoring sessions. While DPS was aiming to provide students with at least 36 hours of tutoring, Cignition said 50 hours is the gold standard. Only about 10% of DPS students logged 50 hours, the company said. About half of the students logged 25 hours.\u003c/p>\n\u003cp>At a time when other school districts across the country \u003ca href=\"https://www.kqed.org/mindshift/62041/this-online-tutoring-company-says-it-offers-expert-one-on-one-help-students-often-get-neither\">have had trouble with external tutoring companies\u003c/a>, the state grant allowed DPS to try high-impact tutoring relatively risk-free — an opportunity that Thompson said will inform the district’s tutoring strategy going forward.\u003c/p>\n\u003cp>“Because of the grant, we were able to try these things and learn what works and what doesn’t,” she said. “Now as we plan for what tutoring will look like with Denver Public Schools’ money, we can think about all the things we learned and do it differently.”\u003c/p>\n\u003cp>One aspect DPS will likely keep, Thompson said, is outcomes-based contracting. While the concept has been around for years in industries such as health care and construction, it’s new in K-12 education, with about 13 school districts actively participating, said Brittany Miller, the director of outcomes-based contracting for the Georgia-based Southern Education Foundation.\u003c/p>\n\u003cp>Before Miller worked for the foundation, she worked for DPS and helped set up the outcomes-based tutoring contracts. The benefit, she said, is that school districts have a tangible way to judge whether the results are worth the millions of dollars they spend on external vendors.\u003c/p>\n\u003cp>“There is a lack of infrastructure in K-12 education, particularly in the procurement process, to say, ‘After we spent these funds, what happened for kids?’” Miller said. “This shores up a lot of that.”\u003c/p>\n\u003cp>Miller said outcomes-based contracting benefits vendors, too, because it sets clear expectations rather than the fuzzy goals that companies sometimes complain about. It also gives the companies the opportunity to earn more money for good performance.\u003c/p>\n\u003cp>Toni Rader, vice president of learning quality and operations for Cignition, said the company has been doing outcomes-based contracts with districts since 2021.\u003c/p>\n\u003cp>“We love to do outcomes-based contracts,”\u003cb> \u003c/b>Rader said. “It’s helpful for all parties involved, because it makes it clear what we’re shooting for.”\u003c/p>\n\u003cp>As for DPS, its state grant goes through this school year. But Thompson said the dollar amount is much lower this year, and there are new restrictions. DPS will have just $400,000 to spend, and only on middle school math tutoring, for which the district will request proposals soon.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://co.chalkbeat.org/2023/9/27/23891674/tutoring-denver-public-schools-outcomes-based-contracts-pandemic-esser\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1386,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":37},"modified":1695935469,"excerpt":"Outcomes-based contracting has been around for years in industries such as health care and construction, but it’s relatively new in K-12 education.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Outcomes-based contracting has been around for years in industries such as health care and construction, but it’s relatively new in K-12 education.","socialDescription":"Outcomes-based contracting has been around for years in industries such as health care and construction, but it’s relatively new in K-12 education.","title":"Denver Public Schools pledged to pay tutoring vendors based on their results. Did it work? | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Denver Public Schools pledged to pay tutoring vendors based on their results. Did it work?","datePublished":"2023-09-28T03:58:07-07:00","dateModified":"2023-09-28T14:11:09-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"denver-public-schools-pledged-to-pay-tutoring-vendors-based-on-their-results-did-it-work","status":"publish","nprByline":"Melanie Asmar, Chalkbeat Colorado","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62445/denver-public-schools-pledged-to-pay-tutoring-vendors-based-on-their-results-did-it-work","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/9/27/23891674/tutoring-denver-public-schools-outcomes-based-contracts-pandemic-esser\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Two outside companies that Denver Public Schools hired to tutor students in an effort to make up for lost learning fell short of some targets that could have earned the companies extra pay.\u003c/p>\n\u003cp>Though one company fared better than the other, many students didn’t hit the academic benchmarks spelled out in the district’s contracts. Some students struggled with participation, and staffing was a challenge for the company that tutored students in person.\u003c/p>\n\u003cp>“It was definitely a learning experience,” said Angelin Thompson, the director of expanded academic learning for DPS. “It’s great if you can do it with fidelity and if you have qualified tutors. There are just a lot of components that go into it that make it effective or ineffective.”\u003c/p>\n\u003cp>But because the contracts with the companies linked part of their payments to the achievement of certain targets, DPS isn’t paying for outcomes that weren’t achieved.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The concept of outcomes-based contracting is catching on at a time when school districts across the country have more cash to spend and bigger gaps to close.\u003c/p>\n\u003cp>Pandemic-era disruptions caused many students to miss key lessons, which prompted the federal government to invest \u003ca href=\"https://www.kqed.org/mindshift/62386/schools-face-a-funding-cliff-how-bad-will-the-fall-be\">billions of dollars of COVID-19 relief funding\u003c/a> in America’s schools.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\" target=\"_blank\" rel=\"noopener\">Tutoring quickly emerged as a leading research-based strategy\u003c/a> to catch students up — especially high-impact or high-dosage tutoring, which DPS defined as 36 hours per student.\u003c/p>\n\u003cp>Colorado lawmakers set aside nearly $5 million in state funding in 2021 for grants to school districts to set up high-impact tutoring programs, and the State Board of Education pumped even more federal COVID relief aid, known as ESSER, into the program.\u003c/p>\n\u003cp>Denver Public Schools, the state’s largest district, applied for the grants and won. The tutoring began in fall 2021 and ramped up last school year when \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/3/4/22962367/denver-literacy-math-tutoring-pandemic-learning-loss-federal-relief-money\" target=\"_blank\" rel=\"noopener\">DPS signed contracts with two companies\u003c/a>: Cignition and University Instructors. But the program was still pilot-size, serving only about 1,500 students total, or about 2% of all students in DPS.\u003c/p>\n\u003ch2 id=\"hSsHYl\">Younger students made less progress\u003c/h2>\n\u003cp>University Instructors struggled the most to meet the benchmarks in its contract.\u003c/p>\n\u003cp>In the 2022-23 school year, the Virginia-based company provided in-person literacy tutoring to DPS students in kindergarten through third grade. Its contract was for a maximum of $1.2 million: $900 per student in base pay with the possibility of $1,500 per student in payments based on hitting target outcomes.\u003c/p>\n\u003cp>The outcomes were based on the mechanics of reading: Did students’ fluency improve, as measured by a test called iStation? How about their vocabulary or phonemic awareness?\u003c/p>\n\u003cp>The answer for many students was no — or at least not enough to meet the benchmarks in the contract. For example, about half of the 641 students tutored by University Instructors met the benchmark in fluency, but only 17% met the benchmark in vocabulary, Thompson said.\u003c/p>\n\u003cp>University Instructors will likely be paid about $826,000, or about 68% of the maximum in its contract, according to calculations by Thompson’s staff.\u003c/p>\n\u003cp>The company did not respond to messages seeking comment for this story.\u003c/p>\n\u003cp>Staffing challenges contributed to the results, Thompson said. University Instructors struggled at times to hire qualified local tutors and provide substitutes when tutors were out, she said.\u003c/p>\n\u003cp>Another hiccup was more technical. Not all DPS schools use the iStation test that University Instructors’ target outcomes were based on. Thompson’s staff tried to approximate whether students who took other tests met the benchmarks, but she said that wasn’t always possible.\u003c/p>\n\u003ch2 id=\"gaReCr\">Online tutoring was more successful\u003c/h2>\n\u003cp>Cignition fared better. District records show DPS paid the California-based company $1.25 million to provide online math tutoring to students in third through eighth grade in 2022-23. Cignition’s contract with DPS was for up to $1.3 million, and the company served 924 students.\u003c/p>\n\u003cp>Cignition had four outcomes it was trying to achieve: two based on students’ confidence about math, as measured by surveys before and after tutoring, and two based on students’ academic growth, as measured by test scores before and after tutoring. The company was paid a base rate of $720 per student and could earn $940 per student on top of that if it met all targets.\u003c/p>\n\u003cp>In an interview, Cignition provided a detailed breakdown of its results. The majority of students reported higher confidence, with as many as 89% meeting one of the survey-based benchmarks. Fewer students — 72% — met the academic benchmarks, the company said.\u003c/p>\n\u003cp>Michael Cohen, founder and CEO of Cignition, said he’s proud of the outcomes.\u003c/p>\n\u003cp>“We care about quality,” he said. “We’re there to help their students that are struggling the most. Some of those students are really, really struggling, and we do everything we can for every student to bring them up as far as they can possibly get in that school year. There’s going to be a range. Not every last one will get to the highest possible grade.”\u003c/p>\n\u003cp>Unlike University Instructors, Cignition did not struggle with staffing, according to both the company and DPS. Its model calls for one tutor, who can live anywhere in the country, to work online with a group of four students, giving that group undivided attention.\u003c/p>\n\u003cp>But Cignition did report issues with student attendance and schools occasionally canceling virtual tutoring sessions. While DPS was aiming to provide students with at least 36 hours of tutoring, Cignition said 50 hours is the gold standard. Only about 10% of DPS students logged 50 hours, the company said. About half of the students logged 25 hours.\u003c/p>\n\u003cp>At a time when other school districts across the country \u003ca href=\"https://www.kqed.org/mindshift/62041/this-online-tutoring-company-says-it-offers-expert-one-on-one-help-students-often-get-neither\">have had trouble with external tutoring companies\u003c/a>, the state grant allowed DPS to try high-impact tutoring relatively risk-free — an opportunity that Thompson said will inform the district’s tutoring strategy going forward.\u003c/p>\n\u003cp>“Because of the grant, we were able to try these things and learn what works and what doesn’t,” she said. “Now as we plan for what tutoring will look like with Denver Public Schools’ money, we can think about all the things we learned and do it differently.”\u003c/p>\n\u003cp>One aspect DPS will likely keep, Thompson said, is outcomes-based contracting. While the concept has been around for years in industries such as health care and construction, it’s new in K-12 education, with about 13 school districts actively participating, said Brittany Miller, the director of outcomes-based contracting for the Georgia-based Southern Education Foundation.\u003c/p>\n\u003cp>Before Miller worked for the foundation, she worked for DPS and helped set up the outcomes-based tutoring contracts. The benefit, she said, is that school districts have a tangible way to judge whether the results are worth the millions of dollars they spend on external vendors.\u003c/p>\n\u003cp>“There is a lack of infrastructure in K-12 education, particularly in the procurement process, to say, ‘After we spent these funds, what happened for kids?’” Miller said. “This shores up a lot of that.”\u003c/p>\n\u003cp>Miller said outcomes-based contracting benefits vendors, too, because it sets clear expectations rather than the fuzzy goals that companies sometimes complain about. It also gives the companies the opportunity to earn more money for good performance.\u003c/p>\n\u003cp>Toni Rader, vice president of learning quality and operations for Cignition, said the company has been doing outcomes-based contracts with districts since 2021.\u003c/p>\n\u003cp>“We love to do outcomes-based contracts,”\u003cb> \u003c/b>Rader said. “It’s helpful for all parties involved, because it makes it clear what we’re shooting for.”\u003c/p>\n\u003cp>As for DPS, its state grant goes through this school year. But Thompson said the dollar amount is much lower this year, and there are new restrictions. DPS will have just $400,000 to spend, and only on middle school math tutoring, for which the district will request proposals soon.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://co.chalkbeat.org/2023/9/27/23891674/tutoring-denver-public-schools-outcomes-based-contracts-pandemic-esser\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62445/denver-public-schools-pledged-to-pay-tutoring-vendors-based-on-their-results-did-it-work","authors":["byline_mindshift_62445"],"categories":["mindshift_192","mindshift_21345","mindshift_21579"],"tags":["mindshift_21799","mindshift_21544","mindshift_731","mindshift_21797","mindshift_21413","mindshift_21798"],"featImg":"mindshift_62446","label":"mindshift"},"mindshift_62386":{"type":"posts","id":"mindshift_62386","meta":{"index":"posts_1716263798","site":"mindshift","id":"62386","score":null,"sort":[1694625023000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1694625023,"format":"standard","title":"Schools face a funding cliff. How bad will the fall be?","headTitle":"Schools face a funding cliff. How bad will the fall be? | KQED","content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/9/13/23871838/schools-funding-cliff-federal-covid-relief-esser-money-budget-cuts\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>It’s an ominous phrase that is top of mind for many school district officials: the “funding cliff.”\u003c/p>\n\u003cp>This refers to the imminent end of \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">billions of dollars\u003c/a> in federal COVID relief money that schools have been relying on during the pandemic. “The feds pushed a lot of money into the K-12 system,” said Lori Taylor, an education finance researcher at Texas A&M University. “Now the districts are being weaned off of that funding — they’re losing that shock absorber, that cushion.”\u003c/p>\n\u003cp>This has educators and experts nervous: the money might be gone before students have fully \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">recovered academically \u003c/a>and could lead to painful layoffs and other budget cuts. Some schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/9/6/23851143/covid-relief-schools-esser-spending-learning-loss\" target=\"_blank\" rel=\"noopener\">have already begun cutting back\u003c/a> on recovery programs including tutoring, summer school, and extra staff, like college advisors.\u003c/p>\n\u003cp>But what is not yet clear is how steep the fall from the funding cliff will be. That’s because there are many other factors that will shape school budgets, including money from other sources. Plus, schools are making spending choices now that could lead to bigger or smaller cuts later.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What we do know is that high-poverty schools face a bigger cliff, that more federal money won’t be forthcoming, and that school budgets will be shaped both by districts’ own financial decisions and those made by state politicians. How precisely this plays out could affect classrooms and students for years to come.\u003c/p>\n\u003cp>Here, Chalkbeat offers a guide to the federal school funding cliff and what factors will make or break school budgets after the federal money runs out.\u003c/p>\n\u003cp>Schools have received a large infusion of federal money since the pandemic: \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">roughly $190 billion\u003c/a> or close to $4,000 per student.\u003c/p>\n\u003cp>The money was meant to address the consequences of the pandemic on schools, including \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">learning loss\u003c/a>. In practice, local officials had wide discretion over how to spend it. Money from the final pot has to be earmarked by the end of September 2024 (though schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/5/13/23071615/schools-covid-relief-deadline-extended-facilities\" target=\"_blank\" rel=\"noopener\">can seek\u003c/a> extension for when that money is actually spent). The latest \u003ca class=\"Link\" href=\"https://www.future-ed.org/progress-in-spending-federal-k-12-covid-aid-state-by-state/\" target=\"_blank\" rel=\"noopener\">data\u003c/a> shows that schools still have funding left, but are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/12/19/23517691/schools-esser-covid-spending-stimulus-money-federal\" target=\"_blank\" rel=\"noopener\">on track\u003c/a> to use it all by the deadline.\u003c/p>\n\u003cp>Some advocates had hoped that even more federal dollars would be on the way. For instance, the Los Angeles teachers union had \u003ca class=\"Link\" href=\"https://utla.net/campaigns/beyond-recovery/\" target=\"_blank\" rel=\"noopener\">sought\u003c/a> to make federal relief permanent. But this is not going to happen. The recent deal that President Joe Biden struck with Congressional Republicans \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/14/23795314/republicans-education-budget-cut-title-i-low-income-schools-covid-aid-critical-race-theory\" target=\"_blank\" rel=\"noopener\">limits\u003c/a> new federal spending on education for the next couple years.\u003c/p>\n\u003cp>In sum, the infusion of temporary federal money really will be temporary. Once it’s spent, it’s gone.\u003c/p>\n\u003cp>The COVID relief was not \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/3/25/22350474/unprecedented-federal-funding-high-poverty-schools-how-spend\" target=\"_blank\" rel=\"noopener\">spread evenly\u003c/a> across schools. Nationally, districts in more affluent areas \u003ca class=\"Link\" href=\"https://www.brookings.edu/articles/the-esser-fiscal-cliff-will-have-serious-implications-for-student-equity/?utm_campaign=Brown%20Center%20Newsletter&utm_medium=email&utm_content=273973450&utm_source=hs_email\" target=\"_blank\" rel=\"noopener\">received\u003c/a> just over $1,000 per student, with some getting even less. High-poverty districts, on the other hand, got over $6,000 per student. A handful of very high poverty districts, like \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/9/6/23860246/detroit-public-schools-superintendent-vitti-esser\" target=\"_blank\" rel=\"noopener\">Detroit\u003c/a>, received massive sums of money. There was also \u003ca class=\"Link\" href=\"https://www.erstrategies.org/tap/analysis_esser_funds_fiscal_cliff_by_state\" target=\"_blank\" rel=\"noopener\">variation\u003c/a> from state to state, with schools in the South getting more federal money as a percent of their total budgets.\u003c/p>\n\u003cp>This means that some schools will face little or no funding cliff while others will face steep cliffs. “Districts serving our neediest kids havea further to fall,” noted a recent \u003ca class=\"Link\" href=\"https://www.brookings.edu/articles/the-esser-fiscal-cliff-will-have-serious-implications-for-student-equity/?utm_campaign=Brown%20Center%20Newsletter&utm_medium=email&utm_content=273973450&utm_source=hs_email\" target=\"_blank\" rel=\"noopener\">analysis\u003c/a> published by the Brookings Institution.\u003c/p>\n\u003cp>“A lot depends on how prudent they were in their use of the federal funds,” said Taylor. “Federal funds should have been interpreted as one-time money.”\u003c/p>\n\u003cp>It’s clear that a good chunk of the funding was indeed used for one-time expenses: \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/15/22933799/federal-covid-relief-schools-hvac-buildings\" target=\"_blank\" rel=\"noopener\">HVAC and other building upgrades\u003c/a>, personal-protective equipment for COVID, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/5/27/22457345/thank-you-payments-teachers-research-debate-stimulus\" target=\"_blank\" rel=\"noopener\">bonuses for staff\u003c/a>.\u003c/p>\n\u003cp>Detroit, for instance, earmarked over half of its COVID relief for long-deferred facilities upgrades. “One thing that I’ve tried to do as superintendent is be disciplined with finances,” superintendent Nikolai Vitti recently \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/9/6/23860246/detroit-public-schools-superintendent-vitti-esser\" target=\"_blank\" rel=\"noopener\">told Chalkbeat\u003c/a>. “I always think about recurring revenue with recurring expenditures, and one-time revenue with one-time expenditures.”\u003c/p>\n\u003cp>On the other hand, at least some districts have used COVID money for ongoing operating costs like paying teachers’ salaries and maintaining buildings. State \u003ca class=\"Link\" href=\"https://edunomicslab.org/wp-content/uploads/2023/06/30-min-webinar_staff-v-enroll_final.pdf\" target=\"_blank\" rel=\"noopener\">data show\u003c/a> that schools have been adding staff in recent years. As federal aid runs out, layoffs might follow.\u003c/p>\n\u003cp>There’s also a third, mushier category: supplementary expenses that schools have added to try to make up for learning loss or address other needs. Those might include expanded summer school programming, after-school tutoring time, vendor contracts, temporary new staff. \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/9/6/23851143/covid-relief-schools-esser-spending-learning-loss\" target=\"_blank\" rel=\"noopener\">Some have already begun cutting\u003c/a>. Detroit eliminated some positions like college transition advisors. Districts in Montgomery County, Maryland, and Reno, Nevada have cut back on tutoring.\u003c/p>\n\u003cp>As the funding cliff approaches, these recovery add-ons may start to vanish even more rapidly. This programming may be easier to cut because it’s not part of core instruction, but could still be painful to lose, especially when students \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">remain behind\u003c/a> academically.\u003c/p>\n\u003cp>The biggest \u003ca class=\"Link\" href=\"https://nces.ed.gov/programs/coe/indicator/cma/public-school-revenue\" target=\"_blank\" rel=\"noopener\">chunk\u003c/a> of education funding comes from states, and they have been increasing spending on schools of late. One \u003ca class=\"Link\" href=\"https://edurecoveryhub.org/dont-miss-it-states-are-making-big-new-investments-in-public-schools/\" target=\"_blank\" rel=\"noopener\">recent analysis\u003c/a> found that most states have increased education spending in their budgets this year, often by substantial amounts. Last year, California \u003ca class=\"Link\" href=\"https://edsource.org/2022/gov-newsom-strikes-deal-on-state-budget-big-increase-for-k-12-maybe-for-cal-grants-too/674680\" target=\"_blank\" rel=\"noopener\">passed\u003c/a> a record state budget, which included a one-time $7.9 billion learning-recovery grant to schools, on top of the one-time federal aid.\u003c/p>\n\u003cp>If state funding continues to increase, districts could be protected from major cuts even as federal money dwindles.\u003c/p>\n\u003cp>David Lauck, CFO of Alliance College-Ready, a charter network in Los Angeles, says he’s not expecting immediate cutbacks thanks to \u003ca class=\"Link\" href=\"https://edsource.org/2022/californias-new-budget-includes-historic-funding-for-education/674998\" target=\"_blank\" rel=\"noopener\">funding increases\u003c/a> from California. “We do not anticipate any major dropoff in programming,” he said.\u003c/p>\n\u003cp>More local funding could also help cushion schools. Officials in Kansas City are planning to use higher property tax revenue to keep some of the staff they added with federal aid. “We’ve done the work so we can retain them,” said Jennifer Collier, the superintendent of Kansas City Public Schools. “The cuts were not as deep as we originally thought.”\u003c/p>\n\u003cp>States governments also received a separate $195 billion worth of temporary federal money. This has supported the generous education funding for schools, but it also means states face their own \u003ca class=\"Link\" href=\"https://www.volckeralliance.org/sites/default/files/2022-05/The195Challenge_042922.pdf\" target=\"_blank\" rel=\"noopener\">funding cliff\u003c/a>. Moreover, many states are projecting that revenue from state taxes will decline next year.\u003c/p>\n\u003cp>“With more fiscal data coming in, the long-term health of state budgets looks murky,” \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/navigating-fiscal-uncertainty-weak-state-revenue-forecasts-fiscal-year-2024\" target=\"_blank\" rel=\"noopener\">concluded\u003c/a> Lucy Dadayan, principal research associate with the Urban Institute.\u003c/p>\n\u003cp>That could create a double whammy for schools: federal funds run out and states don’t have the ability to provide an additional buffer. Once again, high poverty schools are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/4/7/21225437/school-budgets-are-in-big-trouble-especially-in-high-poverty-areas-here-s-why-and-what-could-help\" target=\"_blank\" rel=\"noopener\">more at risk \u003c/a>because they tend to be most reliant on state funds. Local funding is also not a guaranteed backstop. The higher-poverty schools that face the greatest fiscal cliff typically have less property wealth to draw from.\u003c/p>\n\u003cp>The budget situation will likely vary by state. A number of Republican-leaning states have \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/three-years-state-tax-cuts\" target=\"_blank\" rel=\"noopener\">adopted tax cuts\u003c/a> and \u003ca class=\"Link\" href=\"https://in.chalkbeat.org/2023/5/10/23718448/school-choice-voucher-expansion-indiana-education-policy-public-funding\" target=\"_blank\" rel=\"noopener\">private school choice programs\u003c/a>, which could strain state budgets.\u003c/p>\n\u003cp>But there is some good news for public schools. States have \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/state-rainy-day-fund-balances-reached-all-time-highs-last-year\" target=\"_blank\" rel=\"noopener\">built up\u003c/a> substantial “rainy day” funds that could bolster budgets. Plus the broader economy, contrary to some predictions, is looking \u003ca class=\"Link\" href=\"https://www.washingtonpost.com/business/2023/08/15/no-recession-summer-economy/\" target=\"_blank\" rel=\"noopener\">relatively strong\u003c/a>. That’s a more promising indicator for state revenue, since a strong economy tends to mean higher funding from sales and income taxes.\u003c/p>\n\u003cp>Bruce Baker, a University of Miami professor and school finance researcher, says he suspects the upcoming funding cliff won’t be as bad as \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/4/22/21230992/great-recession-schools-research-lessons-coronavirus\" target=\"_blank\" rel=\"noopener\">what happened after the Great Recession,\u003c/a> when schools made deep cuts after federal aid runs out. But he said this will vary from place to place and that schools are to some extent at the mercy of state politicians.\u003c/p>\n\u003cp>“A lot of these cliffs are going to be a function of state choices,” said Baker.\u003c/p>\n\u003cp>\u003ci>Matt Barnum is interim national editor, overseeing and contributing to Chalkbeat’s coverage of national education issues. Contact him at mbarnum@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/9/13/23871838/schools-funding-cliff-federal-covid-relief-esser-money-budget-cuts\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1405,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":34},"modified":1694625023,"excerpt":"As COVID-19 relief funds end, high-poverty schools face a bigger cliff, more federal money won’t be forthcoming, and school budgets will be shaped both by districts’ own financial decisions and those made by state politicians.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"The answer may depend on decisions of state politicians and the planning of school officials.","socialDescription":"The answer may depend on decisions of state politicians and the planning of school officials.","title":"Schools face a funding cliff. How bad will the fall be? | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Schools face a funding cliff. How bad will the fall be?","datePublished":"2023-09-13T10:10:23-07:00","dateModified":"2023-09-13T10:10:23-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"schools-face-a-funding-cliff-how-bad-will-the-fall-be","status":"publish","nprByline":"Matt Barnum, Chalkbeat","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62386/schools-face-a-funding-cliff-how-bad-will-the-fall-be","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/9/13/23871838/schools-funding-cliff-federal-covid-relief-esser-money-budget-cuts\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>It’s an ominous phrase that is top of mind for many school district officials: the “funding cliff.”\u003c/p>\n\u003cp>This refers to the imminent end of \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">billions of dollars\u003c/a> in federal COVID relief money that schools have been relying on during the pandemic. “The feds pushed a lot of money into the K-12 system,” said Lori Taylor, an education finance researcher at Texas A&M University. “Now the districts are being weaned off of that funding — they’re losing that shock absorber, that cushion.”\u003c/p>\n\u003cp>This has educators and experts nervous: the money might be gone before students have fully \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">recovered academically \u003c/a>and could lead to painful layoffs and other budget cuts. Some schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/9/6/23851143/covid-relief-schools-esser-spending-learning-loss\" target=\"_blank\" rel=\"noopener\">have already begun cutting back\u003c/a> on recovery programs including tutoring, summer school, and extra staff, like college advisors.\u003c/p>\n\u003cp>But what is not yet clear is how steep the fall from the funding cliff will be. That’s because there are many other factors that will shape school budgets, including money from other sources. Plus, schools are making spending choices now that could lead to bigger or smaller cuts later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What we do know is that high-poverty schools face a bigger cliff, that more federal money won’t be forthcoming, and that school budgets will be shaped both by districts’ own financial decisions and those made by state politicians. How precisely this plays out could affect classrooms and students for years to come.\u003c/p>\n\u003cp>Here, Chalkbeat offers a guide to the federal school funding cliff and what factors will make or break school budgets after the federal money runs out.\u003c/p>\n\u003cp>Schools have received a large infusion of federal money since the pandemic: \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">roughly $190 billion\u003c/a> or close to $4,000 per student.\u003c/p>\n\u003cp>The money was meant to address the consequences of the pandemic on schools, including \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">learning loss\u003c/a>. In practice, local officials had wide discretion over how to spend it. Money from the final pot has to be earmarked by the end of September 2024 (though schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/5/13/23071615/schools-covid-relief-deadline-extended-facilities\" target=\"_blank\" rel=\"noopener\">can seek\u003c/a> extension for when that money is actually spent). The latest \u003ca class=\"Link\" href=\"https://www.future-ed.org/progress-in-spending-federal-k-12-covid-aid-state-by-state/\" target=\"_blank\" rel=\"noopener\">data\u003c/a> shows that schools still have funding left, but are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/12/19/23517691/schools-esser-covid-spending-stimulus-money-federal\" target=\"_blank\" rel=\"noopener\">on track\u003c/a> to use it all by the deadline.\u003c/p>\n\u003cp>Some advocates had hoped that even more federal dollars would be on the way. For instance, the Los Angeles teachers union had \u003ca class=\"Link\" href=\"https://utla.net/campaigns/beyond-recovery/\" target=\"_blank\" rel=\"noopener\">sought\u003c/a> to make federal relief permanent. But this is not going to happen. The recent deal that President Joe Biden struck with Congressional Republicans \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/14/23795314/republicans-education-budget-cut-title-i-low-income-schools-covid-aid-critical-race-theory\" target=\"_blank\" rel=\"noopener\">limits\u003c/a> new federal spending on education for the next couple years.\u003c/p>\n\u003cp>In sum, the infusion of temporary federal money really will be temporary. Once it’s spent, it’s gone.\u003c/p>\n\u003cp>The COVID relief was not \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/3/25/22350474/unprecedented-federal-funding-high-poverty-schools-how-spend\" target=\"_blank\" rel=\"noopener\">spread evenly\u003c/a> across schools. Nationally, districts in more affluent areas \u003ca class=\"Link\" href=\"https://www.brookings.edu/articles/the-esser-fiscal-cliff-will-have-serious-implications-for-student-equity/?utm_campaign=Brown%20Center%20Newsletter&utm_medium=email&utm_content=273973450&utm_source=hs_email\" target=\"_blank\" rel=\"noopener\">received\u003c/a> just over $1,000 per student, with some getting even less. High-poverty districts, on the other hand, got over $6,000 per student. A handful of very high poverty districts, like \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/9/6/23860246/detroit-public-schools-superintendent-vitti-esser\" target=\"_blank\" rel=\"noopener\">Detroit\u003c/a>, received massive sums of money. There was also \u003ca class=\"Link\" href=\"https://www.erstrategies.org/tap/analysis_esser_funds_fiscal_cliff_by_state\" target=\"_blank\" rel=\"noopener\">variation\u003c/a> from state to state, with schools in the South getting more federal money as a percent of their total budgets.\u003c/p>\n\u003cp>This means that some schools will face little or no funding cliff while others will face steep cliffs. “Districts serving our neediest kids havea further to fall,” noted a recent \u003ca class=\"Link\" href=\"https://www.brookings.edu/articles/the-esser-fiscal-cliff-will-have-serious-implications-for-student-equity/?utm_campaign=Brown%20Center%20Newsletter&utm_medium=email&utm_content=273973450&utm_source=hs_email\" target=\"_blank\" rel=\"noopener\">analysis\u003c/a> published by the Brookings Institution.\u003c/p>\n\u003cp>“A lot depends on how prudent they were in their use of the federal funds,” said Taylor. “Federal funds should have been interpreted as one-time money.”\u003c/p>\n\u003cp>It’s clear that a good chunk of the funding was indeed used for one-time expenses: \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/15/22933799/federal-covid-relief-schools-hvac-buildings\" target=\"_blank\" rel=\"noopener\">HVAC and other building upgrades\u003c/a>, personal-protective equipment for COVID, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/5/27/22457345/thank-you-payments-teachers-research-debate-stimulus\" target=\"_blank\" rel=\"noopener\">bonuses for staff\u003c/a>.\u003c/p>\n\u003cp>Detroit, for instance, earmarked over half of its COVID relief for long-deferred facilities upgrades. “One thing that I’ve tried to do as superintendent is be disciplined with finances,” superintendent Nikolai Vitti recently \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/9/6/23860246/detroit-public-schools-superintendent-vitti-esser\" target=\"_blank\" rel=\"noopener\">told Chalkbeat\u003c/a>. “I always think about recurring revenue with recurring expenditures, and one-time revenue with one-time expenditures.”\u003c/p>\n\u003cp>On the other hand, at least some districts have used COVID money for ongoing operating costs like paying teachers’ salaries and maintaining buildings. State \u003ca class=\"Link\" href=\"https://edunomicslab.org/wp-content/uploads/2023/06/30-min-webinar_staff-v-enroll_final.pdf\" target=\"_blank\" rel=\"noopener\">data show\u003c/a> that schools have been adding staff in recent years. As federal aid runs out, layoffs might follow.\u003c/p>\n\u003cp>There’s also a third, mushier category: supplementary expenses that schools have added to try to make up for learning loss or address other needs. Those might include expanded summer school programming, after-school tutoring time, vendor contracts, temporary new staff. \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/9/6/23851143/covid-relief-schools-esser-spending-learning-loss\" target=\"_blank\" rel=\"noopener\">Some have already begun cutting\u003c/a>. Detroit eliminated some positions like college transition advisors. Districts in Montgomery County, Maryland, and Reno, Nevada have cut back on tutoring.\u003c/p>\n\u003cp>As the funding cliff approaches, these recovery add-ons may start to vanish even more rapidly. This programming may be easier to cut because it’s not part of core instruction, but could still be painful to lose, especially when students \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">remain behind\u003c/a> academically.\u003c/p>\n\u003cp>The biggest \u003ca class=\"Link\" href=\"https://nces.ed.gov/programs/coe/indicator/cma/public-school-revenue\" target=\"_blank\" rel=\"noopener\">chunk\u003c/a> of education funding comes from states, and they have been increasing spending on schools of late. One \u003ca class=\"Link\" href=\"https://edurecoveryhub.org/dont-miss-it-states-are-making-big-new-investments-in-public-schools/\" target=\"_blank\" rel=\"noopener\">recent analysis\u003c/a> found that most states have increased education spending in their budgets this year, often by substantial amounts. Last year, California \u003ca class=\"Link\" href=\"https://edsource.org/2022/gov-newsom-strikes-deal-on-state-budget-big-increase-for-k-12-maybe-for-cal-grants-too/674680\" target=\"_blank\" rel=\"noopener\">passed\u003c/a> a record state budget, which included a one-time $7.9 billion learning-recovery grant to schools, on top of the one-time federal aid.\u003c/p>\n\u003cp>If state funding continues to increase, districts could be protected from major cuts even as federal money dwindles.\u003c/p>\n\u003cp>David Lauck, CFO of Alliance College-Ready, a charter network in Los Angeles, says he’s not expecting immediate cutbacks thanks to \u003ca class=\"Link\" href=\"https://edsource.org/2022/californias-new-budget-includes-historic-funding-for-education/674998\" target=\"_blank\" rel=\"noopener\">funding increases\u003c/a> from California. “We do not anticipate any major dropoff in programming,” he said.\u003c/p>\n\u003cp>More local funding could also help cushion schools. Officials in Kansas City are planning to use higher property tax revenue to keep some of the staff they added with federal aid. “We’ve done the work so we can retain them,” said Jennifer Collier, the superintendent of Kansas City Public Schools. “The cuts were not as deep as we originally thought.”\u003c/p>\n\u003cp>States governments also received a separate $195 billion worth of temporary federal money. This has supported the generous education funding for schools, but it also means states face their own \u003ca class=\"Link\" href=\"https://www.volckeralliance.org/sites/default/files/2022-05/The195Challenge_042922.pdf\" target=\"_blank\" rel=\"noopener\">funding cliff\u003c/a>. Moreover, many states are projecting that revenue from state taxes will decline next year.\u003c/p>\n\u003cp>“With more fiscal data coming in, the long-term health of state budgets looks murky,” \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/navigating-fiscal-uncertainty-weak-state-revenue-forecasts-fiscal-year-2024\" target=\"_blank\" rel=\"noopener\">concluded\u003c/a> Lucy Dadayan, principal research associate with the Urban Institute.\u003c/p>\n\u003cp>That could create a double whammy for schools: federal funds run out and states don’t have the ability to provide an additional buffer. Once again, high poverty schools are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/4/7/21225437/school-budgets-are-in-big-trouble-especially-in-high-poverty-areas-here-s-why-and-what-could-help\" target=\"_blank\" rel=\"noopener\">more at risk \u003c/a>because they tend to be most reliant on state funds. Local funding is also not a guaranteed backstop. The higher-poverty schools that face the greatest fiscal cliff typically have less property wealth to draw from.\u003c/p>\n\u003cp>The budget situation will likely vary by state. A number of Republican-leaning states have \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/three-years-state-tax-cuts\" target=\"_blank\" rel=\"noopener\">adopted tax cuts\u003c/a> and \u003ca class=\"Link\" href=\"https://in.chalkbeat.org/2023/5/10/23718448/school-choice-voucher-expansion-indiana-education-policy-public-funding\" target=\"_blank\" rel=\"noopener\">private school choice programs\u003c/a>, which could strain state budgets.\u003c/p>\n\u003cp>But there is some good news for public schools. States have \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/state-rainy-day-fund-balances-reached-all-time-highs-last-year\" target=\"_blank\" rel=\"noopener\">built up\u003c/a> substantial “rainy day” funds that could bolster budgets. Plus the broader economy, contrary to some predictions, is looking \u003ca class=\"Link\" href=\"https://www.washingtonpost.com/business/2023/08/15/no-recession-summer-economy/\" target=\"_blank\" rel=\"noopener\">relatively strong\u003c/a>. That’s a more promising indicator for state revenue, since a strong economy tends to mean higher funding from sales and income taxes.\u003c/p>\n\u003cp>Bruce Baker, a University of Miami professor and school finance researcher, says he suspects the upcoming funding cliff won’t be as bad as \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/4/22/21230992/great-recession-schools-research-lessons-coronavirus\" target=\"_blank\" rel=\"noopener\">what happened after the Great Recession,\u003c/a> when schools made deep cuts after federal aid runs out. But he said this will vary from place to place and that schools are to some extent at the mercy of state politicians.\u003c/p>\n\u003cp>“A lot of these cliffs are going to be a function of state choices,” said Baker.\u003c/p>\n\u003cp>\u003ci>Matt Barnum is interim national editor, overseeing and contributing to Chalkbeat’s coverage of national education issues. Contact him at mbarnum@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/9/13/23871838/schools-funding-cliff-federal-covid-relief-esser-money-budget-cuts\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62386/schools-face-a-funding-cliff-how-bad-will-the-fall-be","authors":["byline_mindshift_62386"],"categories":["mindshift_21345"],"tags":["mindshift_21788","mindshift_21343","mindshift_21786","mindshift_21787","mindshift_21629","mindshift_21413"],"featImg":"mindshift_62388","label":"mindshift"},"mindshift_62365":{"type":"posts","id":"mindshift_62365","meta":{"index":"posts_1716263798","site":"mindshift","id":"62365","score":null,"sort":[1694426439000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1694426439,"format":"standard","title":"One-size-fits-all math homework may be more helpful than you think","headTitle":"One-size-fits-all math homework may be more helpful than you think | KQED","content":"\u003cp class=\"p6\">In theory, education technology could redesign school from a factory-like assembly line to an individualized experience. Computers, powered by algorithms and AI, could deliver custom-tailored lessons for each child. Advocates call this concept “personalized learning” but this sci-fi idyll (or dystopia, depending on your point of view) has been slow to catch on in American classrooms.\u003c/p>\n\u003cp class=\"p8\">Meanwhile one piece of ed tech, called ASSISTments, takes the opposite approach. Instead of personalizing instruction, this homework website for middle schoolers encourages teachers to assign the exact same set of math problems to the entire class. One size fits all.\u003c/p>\n\u003cp class=\"p9\">Unlike other popular math practice sites, such as Khan Academy, IXL or ALEKS, in which a computer controls the content, ASSISTments keeps the control levers with the teachers, who pick the questions they like from a library of 200,000. Many teachers assign the same familiar homework questions from textbooks and curricula they are already using.\u003c/p>\n\u003cp class=\"p8\">And this deceptively simple – and free –\u003cspan class=\"Apple-converted-space\"> \u003c/span>tool has built an impressive evidence base and a following among middle school math teachers. Roughly 3,000 teachers and 130,000 students were using it during the 2022-23 school year, according to the husband and wife team of Neil and Cristina Heffernan who run ASSISTments, a nonprofit based at Worcester Polytechnic Institute in Massachusetts, where Neil is a computer science professor.\u003c/p>\n\u003cp class=\"p8\">After Neil built the platform in 2003, several early studies showed \u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-642-39112-5_122\">\u003cspan class=\"s3\">promising results\u003c/span>\u003c/a>, and then a large randomized control trial (RCT) in Maine, published in 2016, \u003ca href=\"https://journals.sagepub.com/doi/10.1177/2332858416673968\">\u003cspan class=\"s3\">confirmed them\u003c/span>\u003c/a>. For 1,600 seventh-grade students whose classrooms were randomly selected to use ASSISTments for math homework, math achievement was significantly higher at the end of the year, equivalent to an extra three quarters of a year of schooling, \u003ca href=\"https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf\">\u003cspan class=\"s3\">according to one estimate\u003c/span>\u003c/a>. Both groups – treatment and control – were otherwise using the same textbooks and curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p8\">On the strength of those results, an MIT research organization \u003ca href=\"https://www.povertyactionlab.org/blog/9-5-17/exploring-promise-education-technology\">\u003cspan class=\"s3\">singled out ASSISTments\u003c/span>\u003c/a> as one of the rare ed tech tools proven to help students. The Department of Education’s What Works Clearinghouse, which reviews education evidence, said the research behind ASSISTments was so strong that it received the \u003ca href=\"https://ies.ed.gov/ncee/wwc/Study/86375\">\u003cspan class=\"s3\">highest stamp of approval:\u003c/span>\u003c/a> “without reservations.”\u003c/p>\n\u003cp class=\"p8\">Still, Maine is an unusual state with a population that is more than 90% white and so small that everyone could fit inside the city limits of San Diego. It had distributed laptops to every middle school student years before the ASSISTments experiment. Would an online math platform work in conditions where computer access is uneven?\u003c/p>\n\u003cp class=\"p8\">The Department of Education commissioned a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=2058\">\u003cspan class=\"s3\">$3 million replication study\u003c/span>\u003c/a> in North Carolina, in which 3,000 seventh graders were randomly assigned to use ASSISTments. The study, set to test how well the students learned math in spring of 2020, was derailed by the pandemic. But a private foundation salvaged it. Before the pandemic, Arnold Ventures had agreed to fund an additional year of the North Carolina study, to see if students would continue to be better at math in eighth grade. (\u003ci>Arnold Ventures is among the many funders of The Hechinger Report.\u003c/i>)\u003c/p>\n\u003cp class=\"p8\">Those longer-term \u003ca href=\"https://www.wested.org/wp-content/uploads/2023/07/ASSISTments-Long-Term-Effects-_07-11-23_FINAL-ADA.pdf\">\u003cspan class=\"s3\">results were published in June 2023\u003c/span>\u003c/a>, and they were good. Even a year later, on year-end eighth grade math tests, the 3,000 students who had used ASSISTments in seventh grade outperformed 3,000 peers who hadn’t. The eighth graders had moved on to new math topics and were no longer using ASSISTments, but their practice time on the platform a year earlier was still generating dividends.\u003c/p>\n\u003cp class=\"p8\">Researchers found that the lingering effect of practicing math on ASSISTments was similar in size to the long-term benefits of Saga Education’s intensive, in-person tutoring, which costs $3,200 to $4,800 per year for each student. The cost of ASSISTments is a tiny fraction of that, less than $100 per student. (That cost is covered by private foundations and federal grants. Schools use it free of charge.)\u003c/p>\n\u003cp class=\"p8\">Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students.\u003c/p>\n\u003cp class=\"p8\">How is it that this rather simple piece of software is succeeding while more sophisticated ed tech has often shown mixed results and failed to gain traction?\u003c/p>\n\u003cp class=\"p8\">The studies aren’t able to explain that exactly. ASSISTments, criticized for its \u003ca href=\"https://www.commonsense.org/education/reviews/assistments\">\u003cspan class=\"s3\">“bland” design and for sometimes being “frustrating,”\u003c/span>\u003c/a> doesn’t appear to be luring kids to do enormous amounts of homework. In North Carolina, students typically used it for only 18 minutes a week, usually split among two to three sessions.\u003c/p>\n\u003cp class=\"p8\">From a student’s perspective, the main feature is instant feedback. ASSISTments marks each problem immediately, like a robo grader. A green check appears for getting it right on the first try, and an orange check is for solving it on a subsequent attempt. Students can try as many times as they wish. Students can also just ask for the correct answer.\u003c/p>\n\u003cp class=\"p8\">Nearly every online math platform gives instant feedback. It’s a well established principle of cognitive science that students learn better when they can see and sort out their mistakes immediately, rather than waiting days for the teacher to grade their work and return it.\u003c/p>\n\u003cp class=\"p8\">The secret sauce might be in the easy-to-digest feedback that teachers are getting. Teachers receive a simple data report, showing them which problems students are getting right and wrong.\u003c/p>\n\u003cp class=\"p8\">ASSISTments encourages teachers to project anonymized homework results on a whiteboard and review the ones that many students got wrong. Not every teacher does that. On the teacher’s back end, the system also highlights common mistakes that students are making. In surveys, teachers said it changes how they review homework.\u003c/p>\n\u003cp class=\"p8\">Other math platforms generate data reports too, and teachers ought to be able to use them to inform their instruction. But when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class.\u003c/p>\n\u003cp class=\"p8\">There are other advantages to having a class work on a common set of problems. It allows kids to work together, something that motivates many extroverted tweens and teens to do their homework. It can also trigger worthwhile class discussions, in which students explain how they solved the same problem differently.\u003c/p>\n\u003cp class=\"p8\">ASSISTments has drawbacks. Many students don’t have good internet connections at home and many teachers don’t want to devote precious minutes of class time to screen time. In the North Carolina study, some teachers had students do the homework in school.\u003c/p>\n\u003cp class=\"p8\">Teachers are restricted to the math problems that Heffernan’s team has uploaded to the ASSISTments library. It currently includes problems from three middle school math curricula:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Illustrative Mathematics, Open Up Resources and Eureka Math (also known as EngageNY). For the Maine and North Carolina studies, the ASSISTments team uploaded math questions that teachers were familiar with from their textbooks and binders. But outside of a study, if teachers want to use their own math questions, they’ll have to wait until next year, when ASSISTments plans to allow teachers to build their own problems or edit existing ones.\u003c/p>\n\u003cp class=\"p8\">Teachers can assign longer open-response questions, but ASSISTments doesn’t give instant feedback on them. Heffernan is currently testing how to use AI to evaluate students’ written explanations.\u003c/p>\n\u003cp class=\"p8\">There are other bells and whistles inside the ASSISTments system too. Many problems have “hints” to help students who are struggling and can show step-by-step worked out examples. There are also optional “skill builders” for students to practice rudimentary skills, such as adding fractions with unlike denominators. It is unclear how important these extra features are. In the North Carolina study, students generally didn’t use them.\u003c/p>\n\u003cp class=\"p8\">There’s every reason to believe that students can learn more from personalized instruction, but the research is mixed. Many students don’t spend as much practice time on the software as they should. Many teachers want more control over what the computer assigns to students. Researchers are starting to see \u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan class=\"s3\">good results in using differentiated practice\u003c/span>\u003c/a> work in combination with tutoring. That could make catching up a lot more cost effective.\u003c/p>\n\u003cp class=\"p8\">I rarely hear about “personalized learning” any more in a classroom context. One thing we’ve all learned during the pandemic is that learning has proven to be a profoundly human interaction of give and take between student and teacher and among peers. One-size-fits-all instruction may not be perfect, but it keeps the humans in the picture.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-value-of-one-size-fits-all-math-homework/\">\u003cspan class=\"s3\">\u003ci>ASSISTments\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>.\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1504,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":2},"modified":1694806450,"excerpt":"Research on ASSISTments, a digital math learning tool, suggests it is one of the rare ed tech tools proven to help students.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Research on ASSISTments, a digital math learning tool, suggests it is one of the rare ed tech tools proven to help students.","socialDescription":"Research on ASSISTments, a digital math learning tool, suggests it is one of the rare ed tech tools proven to help students.","title":"One-size-fits-all math homework may be more helpful than you think | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"One-size-fits-all math homework may be more helpful than you think","datePublished":"2023-09-11T03:00:39-07:00","dateModified":"2023-09-15T12:34:10-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"one-size-fits-all-math-homework-may-be-more-helpful-than-you-think","status":"publish","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62365/one-size-fits-all-math-homework-may-be-more-helpful-than-you-think","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p6\">In theory, education technology could redesign school from a factory-like assembly line to an individualized experience. Computers, powered by algorithms and AI, could deliver custom-tailored lessons for each child. Advocates call this concept “personalized learning” but this sci-fi idyll (or dystopia, depending on your point of view) has been slow to catch on in American classrooms.\u003c/p>\n\u003cp class=\"p8\">Meanwhile one piece of ed tech, called ASSISTments, takes the opposite approach. Instead of personalizing instruction, this homework website for middle schoolers encourages teachers to assign the exact same set of math problems to the entire class. One size fits all.\u003c/p>\n\u003cp class=\"p9\">Unlike other popular math practice sites, such as Khan Academy, IXL or ALEKS, in which a computer controls the content, ASSISTments keeps the control levers with the teachers, who pick the questions they like from a library of 200,000. Many teachers assign the same familiar homework questions from textbooks and curricula they are already using.\u003c/p>\n\u003cp class=\"p8\">And this deceptively simple – and free –\u003cspan class=\"Apple-converted-space\"> \u003c/span>tool has built an impressive evidence base and a following among middle school math teachers. Roughly 3,000 teachers and 130,000 students were using it during the 2022-23 school year, according to the husband and wife team of Neil and Cristina Heffernan who run ASSISTments, a nonprofit based at Worcester Polytechnic Institute in Massachusetts, where Neil is a computer science professor.\u003c/p>\n\u003cp class=\"p8\">After Neil built the platform in 2003, several early studies showed \u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-642-39112-5_122\">\u003cspan class=\"s3\">promising results\u003c/span>\u003c/a>, and then a large randomized control trial (RCT) in Maine, published in 2016, \u003ca href=\"https://journals.sagepub.com/doi/10.1177/2332858416673968\">\u003cspan class=\"s3\">confirmed them\u003c/span>\u003c/a>. For 1,600 seventh-grade students whose classrooms were randomly selected to use ASSISTments for math homework, math achievement was significantly higher at the end of the year, equivalent to an extra three quarters of a year of schooling, \u003ca href=\"https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf\">\u003cspan class=\"s3\">according to one estimate\u003c/span>\u003c/a>. Both groups – treatment and control – were otherwise using the same textbooks and curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">On the strength of those results, an MIT research organization \u003ca href=\"https://www.povertyactionlab.org/blog/9-5-17/exploring-promise-education-technology\">\u003cspan class=\"s3\">singled out ASSISTments\u003c/span>\u003c/a> as one of the rare ed tech tools proven to help students. The Department of Education’s What Works Clearinghouse, which reviews education evidence, said the research behind ASSISTments was so strong that it received the \u003ca href=\"https://ies.ed.gov/ncee/wwc/Study/86375\">\u003cspan class=\"s3\">highest stamp of approval:\u003c/span>\u003c/a> “without reservations.”\u003c/p>\n\u003cp class=\"p8\">Still, Maine is an unusual state with a population that is more than 90% white and so small that everyone could fit inside the city limits of San Diego. It had distributed laptops to every middle school student years before the ASSISTments experiment. Would an online math platform work in conditions where computer access is uneven?\u003c/p>\n\u003cp class=\"p8\">The Department of Education commissioned a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=2058\">\u003cspan class=\"s3\">$3 million replication study\u003c/span>\u003c/a> in North Carolina, in which 3,000 seventh graders were randomly assigned to use ASSISTments. The study, set to test how well the students learned math in spring of 2020, was derailed by the pandemic. But a private foundation salvaged it. Before the pandemic, Arnold Ventures had agreed to fund an additional year of the North Carolina study, to see if students would continue to be better at math in eighth grade. (\u003ci>Arnold Ventures is among the many funders of The Hechinger Report.\u003c/i>)\u003c/p>\n\u003cp class=\"p8\">Those longer-term \u003ca href=\"https://www.wested.org/wp-content/uploads/2023/07/ASSISTments-Long-Term-Effects-_07-11-23_FINAL-ADA.pdf\">\u003cspan class=\"s3\">results were published in June 2023\u003c/span>\u003c/a>, and they were good. Even a year later, on year-end eighth grade math tests, the 3,000 students who had used ASSISTments in seventh grade outperformed 3,000 peers who hadn’t. The eighth graders had moved on to new math topics and were no longer using ASSISTments, but their practice time on the platform a year earlier was still generating dividends.\u003c/p>\n\u003cp class=\"p8\">Researchers found that the lingering effect of practicing math on ASSISTments was similar in size to the long-term benefits of Saga Education’s intensive, in-person tutoring, which costs $3,200 to $4,800 per year for each student. The cost of ASSISTments is a tiny fraction of that, less than $100 per student. (That cost is covered by private foundations and federal grants. Schools use it free of charge.)\u003c/p>\n\u003cp class=\"p8\">Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students.\u003c/p>\n\u003cp class=\"p8\">How is it that this rather simple piece of software is succeeding while more sophisticated ed tech has often shown mixed results and failed to gain traction?\u003c/p>\n\u003cp class=\"p8\">The studies aren’t able to explain that exactly. ASSISTments, criticized for its \u003ca href=\"https://www.commonsense.org/education/reviews/assistments\">\u003cspan class=\"s3\">“bland” design and for sometimes being “frustrating,”\u003c/span>\u003c/a> doesn’t appear to be luring kids to do enormous amounts of homework. In North Carolina, students typically used it for only 18 minutes a week, usually split among two to three sessions.\u003c/p>\n\u003cp class=\"p8\">From a student’s perspective, the main feature is instant feedback. ASSISTments marks each problem immediately, like a robo grader. A green check appears for getting it right on the first try, and an orange check is for solving it on a subsequent attempt. Students can try as many times as they wish. Students can also just ask for the correct answer.\u003c/p>\n\u003cp class=\"p8\">Nearly every online math platform gives instant feedback. It’s a well established principle of cognitive science that students learn better when they can see and sort out their mistakes immediately, rather than waiting days for the teacher to grade their work and return it.\u003c/p>\n\u003cp class=\"p8\">The secret sauce might be in the easy-to-digest feedback that teachers are getting. Teachers receive a simple data report, showing them which problems students are getting right and wrong.\u003c/p>\n\u003cp class=\"p8\">ASSISTments encourages teachers to project anonymized homework results on a whiteboard and review the ones that many students got wrong. Not every teacher does that. On the teacher’s back end, the system also highlights common mistakes that students are making. In surveys, teachers said it changes how they review homework.\u003c/p>\n\u003cp class=\"p8\">Other math platforms generate data reports too, and teachers ought to be able to use them to inform their instruction. But when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class.\u003c/p>\n\u003cp class=\"p8\">There are other advantages to having a class work on a common set of problems. It allows kids to work together, something that motivates many extroverted tweens and teens to do their homework. It can also trigger worthwhile class discussions, in which students explain how they solved the same problem differently.\u003c/p>\n\u003cp class=\"p8\">ASSISTments has drawbacks. Many students don’t have good internet connections at home and many teachers don’t want to devote precious minutes of class time to screen time. In the North Carolina study, some teachers had students do the homework in school.\u003c/p>\n\u003cp class=\"p8\">Teachers are restricted to the math problems that Heffernan’s team has uploaded to the ASSISTments library. It currently includes problems from three middle school math curricula:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Illustrative Mathematics, Open Up Resources and Eureka Math (also known as EngageNY). For the Maine and North Carolina studies, the ASSISTments team uploaded math questions that teachers were familiar with from their textbooks and binders. But outside of a study, if teachers want to use their own math questions, they’ll have to wait until next year, when ASSISTments plans to allow teachers to build their own problems or edit existing ones.\u003c/p>\n\u003cp class=\"p8\">Teachers can assign longer open-response questions, but ASSISTments doesn’t give instant feedback on them. Heffernan is currently testing how to use AI to evaluate students’ written explanations.\u003c/p>\n\u003cp class=\"p8\">There are other bells and whistles inside the ASSISTments system too. Many problems have “hints” to help students who are struggling and can show step-by-step worked out examples. There are also optional “skill builders” for students to practice rudimentary skills, such as adding fractions with unlike denominators. It is unclear how important these extra features are. In the North Carolina study, students generally didn’t use them.\u003c/p>\n\u003cp class=\"p8\">There’s every reason to believe that students can learn more from personalized instruction, but the research is mixed. Many students don’t spend as much practice time on the software as they should. Many teachers want more control over what the computer assigns to students. Researchers are starting to see \u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan class=\"s3\">good results in using differentiated practice\u003c/span>\u003c/a> work in combination with tutoring. That could make catching up a lot more cost effective.\u003c/p>\n\u003cp class=\"p8\">I rarely hear about “personalized learning” any more in a classroom context. One thing we’ve all learned during the pandemic is that learning has proven to be a profoundly human interaction of give and take between student and teacher and among peers. One-size-fits-all instruction may not be perfect, but it keeps the humans in the picture.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-value-of-one-size-fits-all-math-homework/\">\u003cspan class=\"s3\">\u003ci>ASSISTments\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62365/one-size-fits-all-math-homework-may-be-more-helpful-than-you-think","authors":["byline_mindshift_62365"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_21785","mindshift_962","mindshift_21294","mindshift_563","mindshift_392","mindshift_421","mindshift_21413"],"featImg":"mindshift_62366","label":"mindshift"},"mindshift_62073":{"type":"posts","id":"mindshift_62073","meta":{"index":"posts_1716263798","site":"mindshift","id":"62073","score":null,"sort":[1690243043000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1690243043,"format":"standard","title":"Thinking about tutoring for your child? Here’s what you should consider.","headTitle":"Thinking about tutoring for your child? Here’s what you should consider. | KQED","content":"\u003cp>\u003ca class=\"Link\" href=\"https://chalkbeat.admin.usechorus.com/e/23565152\" target=\"_blank\" rel=\"noopener\">\u003cb>Leer en español.\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As educators look for ways to help students as they recover academically from pandemic interruptions, \u003ca href=\"https://www.kqed.org/mindshift/61101/what-we-know-about-tutoring-research-and-how-schools-are-using-tutoring-in-pandemic-recovery\">tutoring can play a key role\u003c/a>.\u003c/p>\n\u003cp>But across the country, many leaders are seeing that some of the students who need the help the most \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">aren’t taking advantage\u003c/a>.\u003c/p>\n\u003cp>So, as parents, what questions should you be asking about tutoring and whether your student can benefit? Here are answers to some common questions.\u003c/p>\n\u003ch2 id=\"8TYA4l\">When should I consider tutoring for my child?\u003c/h2>\n\u003cp>Rhonda Haniford, associate commissioner of the school quality and support division at the Colorado Department of Education, said the first thing to keep in mind is that different tutoring programs are designed to achieve different goals.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While parents might think tutoring is only to help students who are struggling academically, sometimes programs are designed instead to keep students engaged, accelerate their learning, or hone in on specific skills or needs.\u003c/p>\n\u003cp>If a parent believes their child is struggling academically, Haniford said they should look at what their school offers.\u003c/p>\n\u003cp>“First, I would say meet with the school and talk about what they’re seeing,” Haniford said. “Talk about what’s working, what are the child’s strengths as well as where are their needs. And can tutoring help? It depends on what the tutoring program is designed to accomplish.”\u003c/p>\n\u003cp>Parent Keri Rodrigues said her five sons’ report cards showed good grades and that her boys were doing well. But when she asked them to read to her at home, she noticed two were struggling.\u003c/p>\n\u003cp>“These were things I could see,” Rodrigues said.\u003c/p>\n\u003cp>Rodrigues is co-founder of the advocacy group \u003ca class=\"Link\" href=\"https://nationalparentsunion.org/\" target=\"_blank\" rel=\"noopener\">National Parents Union\u003c/a>. She advises parents to trust their instincts and ask questions when they believe their children might be struggling. That means starting with more conversations with teachers.\u003c/p>\n\u003cp>When talking with teachers, Rodrigues said, one of the most important questions to ask is whether your child is reading at grade level, and if not, what is being done to get them there.\u003c/p>\n\u003cp>“Report cards often are not telling us this information,” she said.\u003c/p>\n\u003cp>Ashara Baker, a mother to a rising second grader and also a leader with National Parents Union, advises parents that if their child attends a school that has low state test scores, they should consider tutoring even if it seems like their child is doing well.\u003c/p>\n\u003cp>Haniford said the first step is to make sure that the goals of the tutoring program match your child’s needs.\u003c/p>\n\u003cp>After that, she said, parents should ask if their school has a diagnostic assessment of their child. Most schools do, she said. That information can guide tutors to a student’s needs and to build on their strengths.\u003c/p>\n\u003cp>Rodrigues likes to remind parents that they don’t need to be well-versed in education curriculum to start asking questions. She suggests asking if a program is using evidence-based practices, which are strategies that are based on research and have been proven to work, and if their reading programs are based on the science of reading, the research about how children’s brains learn to read.\u003c/p>\n\u003cp>“If you hear things like balanced literacy, that might be a problem,” she said. Balanced Literacy is \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2020/3/27/21231320/why-do-so-many-colorado-students-struggle-to-read-flawed-curriculum-is-part-of-the-problem\" target=\"_blank\" rel=\"noopener\">an approach to teaching reading\u003c/a> based on a debunked philosophy that reading is natural and requires encouragement. “Even if you just remember they should say ‘science of reading,’ you shouldn’t be intimidated.”\u003c/p>\n\u003cp>Some research shows that \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">“high-dosage” tutoring programs may be most effective\u003c/a> for students who need academic help. Usually that involves in-person instruction a few times a week.\u003c/p>\n\u003cp>Baker is leading an effort to get New York schools to make high-dosage tutoring available in public schools.\u003c/p>\n\u003cp>She said good communication is important. Her local district advertised a summer enrichment program, and her daughter attended. Baker knew her daughter was taken to get a library card and to the farmers market, and she heard about how much fun the kids had with water balloons. But Baker said she didn’t know the program was meant to be a form of tutoring.\u003c/p>\n\u003cp>“It can be fun, but you have to be checking in: How are we doing? Are we making progress?” Baker said.\u003c/p>\n\u003cp>She also suggests asking if tutors are trained and certified and finding out how many students are working with each tutor. Small groups are best, she said.\u003c/p>\n\u003cp>Haniford agrees about small groups. She said the most successful programs have no more than six students per tutor.\u003c/p>\n\u003cp>“They have a clear purpose and vision for what they want to accomplish, and it’s not a catch-all with too many students, because then students are not getting individualized attention,” Haniford said.\u003c/p>\n\u003ch2 id=\"YiawKO\">How do I know if my child is getting the most from their tutoring?\u003c/h2>\n\u003cp>Baker suggests that parents make sure the tutoring program their school uses, or that they select from outside groups, does some testing that will measure improvement or where more help is needed.\u003c/p>\n\u003cp>The tutoring program she pays to help her daughter outside of school now gives parents regular reports about how things are progressing and how parents can help maintain the progress at home.\u003c/p>\n\u003cp>Jennifer Castillo, new principal of Boston P-8 in Aurora, said that the school has tutoring run by an outside group, but uses the school’s own teachers that are already familiar with their students.\u003c/p>\n\u003cp>“Having those relationships is very important,” Castillo said. “They know where those student’s gaps are, they know the reasons students are there. I think it’s important for the tutors and the student to be able to go to their parents and show that progress. After a month, I’m seeing an increase in scores or ability or confidence, whatever the issue. As a parent, hopefully you don’t have to ask in a strong partnership.”\u003c/p>\n\u003cp>Castillo said that if the program you’re considering has tutors who aren’t teachers in the school, parents might ask if there’s a way for the tutors and teachers to communicate with each other so that the tutoring help is aligned with what is happening in the classroom.\u003c/p>\n\u003ch2 id=\"ZhIILB\">Should I wait to get my child into a tutoring program?\u003c/h2>\n\u003cp>“There’s always that tug of should I wait a little longer? Maybe it was a rough year. Maybe it was a rough teacher,” Rodrigues said. “Things don’t get easier the more you wait. They get harder.”\u003c/p>\n\u003cp>This is especially true for younger children who need extra help to learn to read. Being able to read will help students learn more complex subjects later.\u003c/p>\n\u003cp>Haniford and Castillo believe parents should clarify why their child needs a break — is there a social or emotional issue, for example — and to look at various options to address the issue.\u003c/p>\n\u003cp>“Kids don’t need a break from learning,” Castillo said. Learning can happen all day, she added. “But we need to ensure they’re engaged and it’s not just sitting and listening. Taking the tutoring outside, making it more hands-on, or making it more applicable might help.”\u003c/p>\n\u003cp>Castillo also recommends that students understand the importance of tutoring and the benefits they should see themselves.\u003c/p>\n\u003cp>“The students have to want to be involved,” Castillo said. “Letting them have some ownership will help as well.”\u003c/p>\n\u003cp>\u003ci>Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1332,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":41},"modified":1690243247,"excerpt":"Tutoring can help students as they recover academically from pandemic interruptions. Here's what parents need to know.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Tutoring can help students as they recover academically from pandemic interruptions. Here's what parents need to know.","socialDescription":"Tutoring can help students as they recover academically from pandemic interruptions. Here's what parents need to know.","title":"Thinking about tutoring for your child? Here’s what you should consider. | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Thinking about tutoring for your child? Here’s what you should consider.","datePublished":"2023-07-24T16:57:23-07:00","dateModified":"2023-07-24T17:00:47-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"thinking-about-tutoring-for-your-child-heres-what-you-should-consider","status":"publish","nprByline":"Yesenia Robles, Chalkbeat Colorado","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62073/thinking-about-tutoring-for-your-child-heres-what-you-should-consider","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca class=\"Link\" href=\"https://chalkbeat.admin.usechorus.com/e/23565152\" target=\"_blank\" rel=\"noopener\">\u003cb>Leer en español.\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As educators look for ways to help students as they recover academically from pandemic interruptions, \u003ca href=\"https://www.kqed.org/mindshift/61101/what-we-know-about-tutoring-research-and-how-schools-are-using-tutoring-in-pandemic-recovery\">tutoring can play a key role\u003c/a>.\u003c/p>\n\u003cp>But across the country, many leaders are seeing that some of the students who need the help the most \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">aren’t taking advantage\u003c/a>.\u003c/p>\n\u003cp>So, as parents, what questions should you be asking about tutoring and whether your student can benefit? Here are answers to some common questions.\u003c/p>\n\u003ch2 id=\"8TYA4l\">When should I consider tutoring for my child?\u003c/h2>\n\u003cp>Rhonda Haniford, associate commissioner of the school quality and support division at the Colorado Department of Education, said the first thing to keep in mind is that different tutoring programs are designed to achieve different goals.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While parents might think tutoring is only to help students who are struggling academically, sometimes programs are designed instead to keep students engaged, accelerate their learning, or hone in on specific skills or needs.\u003c/p>\n\u003cp>If a parent believes their child is struggling academically, Haniford said they should look at what their school offers.\u003c/p>\n\u003cp>“First, I would say meet with the school and talk about what they’re seeing,” Haniford said. “Talk about what’s working, what are the child’s strengths as well as where are their needs. And can tutoring help? It depends on what the tutoring program is designed to accomplish.”\u003c/p>\n\u003cp>Parent Keri Rodrigues said her five sons’ report cards showed good grades and that her boys were doing well. But when she asked them to read to her at home, she noticed two were struggling.\u003c/p>\n\u003cp>“These were things I could see,” Rodrigues said.\u003c/p>\n\u003cp>Rodrigues is co-founder of the advocacy group \u003ca class=\"Link\" href=\"https://nationalparentsunion.org/\" target=\"_blank\" rel=\"noopener\">National Parents Union\u003c/a>. She advises parents to trust their instincts and ask questions when they believe their children might be struggling. That means starting with more conversations with teachers.\u003c/p>\n\u003cp>When talking with teachers, Rodrigues said, one of the most important questions to ask is whether your child is reading at grade level, and if not, what is being done to get them there.\u003c/p>\n\u003cp>“Report cards often are not telling us this information,” she said.\u003c/p>\n\u003cp>Ashara Baker, a mother to a rising second grader and also a leader with National Parents Union, advises parents that if their child attends a school that has low state test scores, they should consider tutoring even if it seems like their child is doing well.\u003c/p>\n\u003cp>Haniford said the first step is to make sure that the goals of the tutoring program match your child’s needs.\u003c/p>\n\u003cp>After that, she said, parents should ask if their school has a diagnostic assessment of their child. Most schools do, she said. That information can guide tutors to a student’s needs and to build on their strengths.\u003c/p>\n\u003cp>Rodrigues likes to remind parents that they don’t need to be well-versed in education curriculum to start asking questions. She suggests asking if a program is using evidence-based practices, which are strategies that are based on research and have been proven to work, and if their reading programs are based on the science of reading, the research about how children’s brains learn to read.\u003c/p>\n\u003cp>“If you hear things like balanced literacy, that might be a problem,” she said. Balanced Literacy is \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2020/3/27/21231320/why-do-so-many-colorado-students-struggle-to-read-flawed-curriculum-is-part-of-the-problem\" target=\"_blank\" rel=\"noopener\">an approach to teaching reading\u003c/a> based on a debunked philosophy that reading is natural and requires encouragement. “Even if you just remember they should say ‘science of reading,’ you shouldn’t be intimidated.”\u003c/p>\n\u003cp>Some research shows that \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">“high-dosage” tutoring programs may be most effective\u003c/a> for students who need academic help. Usually that involves in-person instruction a few times a week.\u003c/p>\n\u003cp>Baker is leading an effort to get New York schools to make high-dosage tutoring available in public schools.\u003c/p>\n\u003cp>She said good communication is important. Her local district advertised a summer enrichment program, and her daughter attended. Baker knew her daughter was taken to get a library card and to the farmers market, and she heard about how much fun the kids had with water balloons. But Baker said she didn’t know the program was meant to be a form of tutoring.\u003c/p>\n\u003cp>“It can be fun, but you have to be checking in: How are we doing? Are we making progress?” Baker said.\u003c/p>\n\u003cp>She also suggests asking if tutors are trained and certified and finding out how many students are working with each tutor. Small groups are best, she said.\u003c/p>\n\u003cp>Haniford agrees about small groups. She said the most successful programs have no more than six students per tutor.\u003c/p>\n\u003cp>“They have a clear purpose and vision for what they want to accomplish, and it’s not a catch-all with too many students, because then students are not getting individualized attention,” Haniford said.\u003c/p>\n\u003ch2 id=\"YiawKO\">How do I know if my child is getting the most from their tutoring?\u003c/h2>\n\u003cp>Baker suggests that parents make sure the tutoring program their school uses, or that they select from outside groups, does some testing that will measure improvement or where more help is needed.\u003c/p>\n\u003cp>The tutoring program she pays to help her daughter outside of school now gives parents regular reports about how things are progressing and how parents can help maintain the progress at home.\u003c/p>\n\u003cp>Jennifer Castillo, new principal of Boston P-8 in Aurora, said that the school has tutoring run by an outside group, but uses the school’s own teachers that are already familiar with their students.\u003c/p>\n\u003cp>“Having those relationships is very important,” Castillo said. “They know where those student’s gaps are, they know the reasons students are there. I think it’s important for the tutors and the student to be able to go to their parents and show that progress. After a month, I’m seeing an increase in scores or ability or confidence, whatever the issue. As a parent, hopefully you don’t have to ask in a strong partnership.”\u003c/p>\n\u003cp>Castillo said that if the program you’re considering has tutors who aren’t teachers in the school, parents might ask if there’s a way for the tutors and teachers to communicate with each other so that the tutoring help is aligned with what is happening in the classroom.\u003c/p>\n\u003ch2 id=\"ZhIILB\">Should I wait to get my child into a tutoring program?\u003c/h2>\n\u003cp>“There’s always that tug of should I wait a little longer? Maybe it was a rough year. Maybe it was a rough teacher,” Rodrigues said. “Things don’t get easier the more you wait. They get harder.”\u003c/p>\n\u003cp>This is especially true for younger children who need extra help to learn to read. Being able to read will help students learn more complex subjects later.\u003c/p>\n\u003cp>Haniford and Castillo believe parents should clarify why their child needs a break — is there a social or emotional issue, for example — and to look at various options to address the issue.\u003c/p>\n\u003cp>“Kids don’t need a break from learning,” Castillo said. Learning can happen all day, she added. “But we need to ensure they’re engaged and it’s not just sitting and listening. Taking the tutoring outside, making it more hands-on, or making it more applicable might help.”\u003c/p>\n\u003cp>Castillo also recommends that students understand the importance of tutoring and the benefits they should see themselves.\u003c/p>\n\u003cp>“The students have to want to be involved,” Castillo said. “Letting them have some ownership will help as well.”\u003c/p>\n\u003cp>\u003ci>Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62073/thinking-about-tutoring-for-your-child-heres-what-you-should-consider","authors":["byline_mindshift_62073"],"categories":["mindshift_21385","mindshift_193"],"tags":["mindshift_21343","mindshift_444","mindshift_290","mindshift_550","mindshift_21413"],"featImg":"mindshift_62074","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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