What we’re learning from our first Call for Effective Technology reaffirms much of what we’ve learned from high-dosage tutoring over the past four years, with some twists that are specific to AI.
Evidence on whether tutoring works is settled. It works. The open question is whether we can see what’s happening clearly enough to steadily improve delivery at scale.
Across three years of research from Accelerate’s Call to Effective Action, one lesson keeps surfacing over and over again in our high-dosage tutoring work: Dosage Matters. It matters more than other factors in tutoring.
Recent evidence from Accelerate’s grant portfolio suggests in-person tutoring may be particularly powerful for boys in early literacy. This is one study so the question is not settled. But it is a signal strong enough to shape what we study next.
Charlie and Kate Gibson take a closer look at the reading gap between boys and girls and what can be done to address it.
In 2024–25, Accelerate funded program implementation and program evaluation research for 16 grantees administering a range of tutoring and personalized learning models in grades K–12.
A suburban district’s experience with a virtual provider, experts say, reinforces the importance of sticking to a high-dosage tutoring model.
As President, Nakia will lead Accelerate’s integration of its program, research and state policy work, and will continue to oversee the organization’s operations.
Our Community of Practice brings together this diverse network of current grantees, alumni, and strategic partners to share learnings and strengthen the evidence base for high-impact tutoring nationwide.
The free tool provides states, school districts, and vendors with tools and best practices to monitor high-dosage tutoring implementation.
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