100 Black Men of Metro Baton Rouge is a nonprofit organization focused on preparing youth and young adults to become the next generation of leaders. They will pilot a tutoring program using My Brother Can Read, a comprehensive curriculum developed collaboratively by the East Baton Rouge Parish school system and The 100 Black Men of Metro Baton Rouge. Certified teachers will deliver the curriculum at partner school sites during tutoring sessions. 100 Black Men of Metro Baton Rouge will serve students across grades 9-12 while partnering with the East Baton Rouge Parish School System, Southern University and A&M College, and Baton Rouge Community College to support tutoring delivery.

100 Black Men of Metro Baton Rouge is a nonprofit organization focused on preparing youth and young adults to become the next generation of leaders. They will pilot a tutoring program using My Brother Can Read, a comprehensive curriculum developed collaboratively by the East Baton Rouge Parish school system and The 100 Black Men of Metro Baton Rouge. Certified teachers will deliver the curriculum at partner school sites during tutoring sessions. 100 Black Men of Metro Baton Rouge will serve students across grades 9-12 while partnering with the East Baton Rouge Parish School System, Southern University and A&M College, and Baton Rouge Community College to support tutoring delivery.

Air Reading will leverage their Call to Effective Action grant to measure the impact and effectiveness of their virtual high-impact tutoring program in closing reading gaps for students receiving Tier III interventions. In the 2024-25 school year, Air Reading will conduct randomized controlled trials (RCT) within Terrell ISD and A+ Academy. The study will involve 200 students in the treatment group and 300 students in the control group, all of whom are in Tier III interventions. Air Reading program will provide small-group sessions with up to 4 students per group, 40 minutes per session, 4 times a week, for 20 weeks. 

AIR Tutors, in partnership with WestEd, will conduct a randomized controlled trial evaluation of its high dosage math tutoring program. AIR Tutors will examine the impact of its program on English learners and will additionally seek to understand whether learning gains persist beyond one year. AIR Tutors will partner with school districts to enroll historically underserved student groups, including English learners, in grades 4-6.

Amira Learning will combine the mentorship of high school and college-age tutors with the power of Amira’s intelligent instructional and diagnostic platform, which is fueled by artificial intelligence and rooted in the science of reading, to deliver tutoring. Amira will partner with organizations in California’s Central Valley to recruit and train young adults to tutor struggling readers in grades 1-5. Amira will study whether the hybrid mentorship model produces better results than the use of the Amira platform alone, for students generally and also for specific subgroups.

Amplify provides virtual tutoring to students to accelerate learning in reading and foundational literacy skills. In the upcoming school year, Amplify will serve over 200,000 students in grades K-6 across multiple states. Amplify’s full-service tutoring model provides virtual reading tutoring to small groups of students for 30 minutes per session, three days per week. Amplify recruits, manages, trains, and develops all tutors – prioritizing local recruitment of tutors when possible.

Amplify requires tutors to complete a rigorous training program to learn to accurately administer mCLASS DIBELS 8th Edition assessments, use student data effectively, deliver tutoring interventions, and use best practices for engaging students. Amplify also provides ongoing professional development for tutors, observation sessions with a senior literacy coach, tutor office hours, and other weekly connections to support tutors. Ultimately, Amplify seeks to support students to improve their literacy skills, gain confidence in reading, build a strong relationship with a caring adult, and participate in a fun and safe learning environment. 

Amy Hindsman is an Education Professional in the Office of Learning Services, Division of Elementary and Secondary Education, at the Arkansas Department of Education. She is the Data Specialist that supports the state’s work implementing and measuring the effectiveness of the High-Impact Tutoring and Literacy Tutoring Grant Programs. Her analysis connects tutoring dosage to student growth on the ATLAS assessment, helping Arkansas report what tutoring delivers rather than only what it funded.

That work spans districts and tutoring providers statewide, including those under outcomes-based contracts. She contributes to the data architecture behind state program reporting and helps document how participation is measured.

Before joining the Department, Amy taught in the North Little Rock School District. She holds a Bachelor’s degree in History and Political Science from Arkansas Tech University and a Master’s degree in Education from the University of Arkansas at Little Rock, where she is pursuing a Master’s degree in Business Information Systems.

Angelica is a seasoned education leader with over 20 years of experience advancing equity and transformative change in public education. Her career spans roles as a teacher, instructional coach, principal, and district administrator. She currently serves as Director of Literacy at the Oregon Department of Education. Angelica’s work centers on creating culturally responsive, student- and family-centered systems that support all learners—especially in early learning, multilingual education, and services for students with disabilities. A passionate advocate for inclusive and high-quality instruction, she brings both strategic vision and hands-on expertise to her leadership. Angelica holds a BA from Tufts University and two Master’s degrees in Education from Arizona State University. Her deep commitment to educational justice continues to shape policies and practices that foster meaningful, equitable learning opportunities for every student.

With over 35 years of dedicated service in the field of education, I have consistently championed innovative practices and transformative leadership. Recognized as the Superintendent of the Year for Oklahoma in 2021, I was also honored to receive the prestigious National MAGMA Award for Innovative School Leadership from the National Association of School Boards. My career is marked by numerous achievements that reflect my commitment to enhancing educational outcomes and fostering a culture of excellence. Currently, I lead the Oklahoma Public School Resource Center (OPSRC), a nonprofit organization focused on driving systemic change in Oklahoma’s education landscape. Through collaborative efforts and strategic initiatives, we aim to elevate academic achievement and empower educators, students, and communities across the state. My passion for education continues to inspire my work as we strive for a brighter future for all learners in Oklahoma.

Using funds from States Leading Recovery, the Arkansas Department of Education (ADE) will provide reading tutoring to students in grades K-5. The state is building on a strong foundation, including comprehensive legislation that supports student literacy and requires a statewide tutoring effort, and early efforts to establish a tutoring corps. In the upcoming year, ADE will provide more intensive support, guidance, and funding for districts to build and launch effective tutoring programs. Accelerate will continue supporting the Arkansas Department of Education by leading two RCTs that evaluate the impact and design features of state-approved in-school High Impact Tutoring programs to identify practices that improve student learning outcomes.

Using funds from States Leading Recovery, the Arkansas Department of Education (ADE) will provide reading tutoring to students in grades K-5. The state is building on a strong foundation, including comprehensive legislation that supports student literacy and requires a statewide tutoring effort, and early efforts to establish a tutoring corps. In the upcoming year, ADE will provide more intensive support, guidance, and funding for districts to build and launch effective tutoring programs. Accelerate will continue supporting the Arkansas Department of Education by leading two RCTs that evaluate the impact and design features of state-approved in-school High Impact Tutoring programs to identify practices that improve student learning outcomes.

Baltimore City Public Schools (“City Schools”) continues to invest in providing K-12 students access to high dosage tutoring during the school day as a critical lever for academic acceleration and personalized learning. As City Schools expands its portfolio of tutoring programs, the district seeks to understand the effectiveness of its established systems and structures for maximizing the efficacy and compatibility of the various models being implemented by internal, vendor, and local community-based providers within the school system. This grant will support the qualitative analysis needed to understand the impact of these efforts, the continuous improvement of tutoring coordination and implementation, and the ability to refine guidance on the systems, structures, and processes needed to maximize the effectiveness of sustainable tutoring in City Schools.

The Bay Area Tutoring Association is a non-profit organization invested in the future prosperity of the San Francisco Bay Area through the facilitation of student academic development, parent empowerment, and quality extended learning programs. In partnership with Opportunity Youth Academy, they will serve high school students with individualized instruction in English language arts, math, and science, with a focus on opportunity youth students. Students will be matched with a tutor from a higher-learning institution who will provide consistent, in-person tutoring throughout a three-month minimum tutoring cycle.

Beth Lambert is the Chief Teaching and Learning Officer at the Maine Department of Education, where she leads statewide initiatives focused on advancing high-quality, equitable learning opportunities for all students. With nearly 25 years of experience as a teacher, school administrator, and system-level leader, she specializes in standards, curriculum and assessment, interdisciplinary instruction, educator leadership, and innovative teaching and learning practices. Beth oversees Maine’s work in literacy, numeracy, early learning, multilingual learner supports, learning through technology, and cross-disciplinary innovation. She is committed to strengthening public education through collaboration, real-world learning, and student-centered approaches that prepare learners for an evolving world.

Black Hills Special Services Cooperative (BHSSC), in partnership with Technology and Innovation in Education (TIE), will work with the Red Cloud Indian School to serve learners seeking additional academic support. Red Cloud Indian School is located on the Pine Ridge Indian Reservation. The Pine Ridge Reservation shares the same geography with the OglalaSioux Tribe which is one of nine Native Nations in the State of South Dakota. TIE will oversee program content, processes, implementation, and data collection. TIE will assist in the development of a responsive math and ELA tutoring  program, serving students in grades K-12 during the school day, and in turn, help develop the evidence base on how rural school districts can launch and scale high-impact tutoring programs.