A grant to the Tennessee Department of Education (TDOE), building on over $150 million already invested in tutoring programs impacting more than 225,000 students across 87 districts, will establish a comprehensive framework integrating high-dosage tutoring (HDT) with Response to Instruction and Intervention (RTI2) to ensure cohesive, research-backed academic support for students. The grant would seek HDT expansion to grades 6–8, while funding a research study to evaluate best practices and scale effective models statewide.

A grant to the Texas Education Agency will build on the state’s $200 million investment in high-impact tutoring to 265 school districts, which has demonstrated strong compliance, early student gains, and improved implementation fidelity through outcomes-based contracting. By expanding a regional ESC-led tutoring hub, strengthening educator pathways, and scaling proven models, this grant would accelerate learning recovery while establishing sustainable, performance-driven systems across Texas.

The ASSISTments Foundation (TAF) will pilot a tutoring program based on its flagship product, ASSISTments, a free math practice and assessment tool that provides students with immediate feedback and gives teachers data to effectively implement their curricula. TAF’s model will support paraprofessionals who are serving as tutors by leveraging the ASSISTments tool. TAF will pilot its math tutoring program in Baltimore City Public Schools across a large number of schools to target students in grades 3-8. While tutors will be hired by the school district, TAF will provide the relevant tools and training for the district to implement high-impact tutoring with  paraprofessionals.

The Center for Education Policy Research at Harvard University (CEPR), in partnership with the CALDER at the American Institutes for Research and NWEA, will provide a consortium of mid- and large-sized districts–and the field generally–with an understanding of how well their COVID-19 academic recovery strategies like high-impact tutoring are working. This research will help guide recovery efforts and inform how districts and states allocate limited resources when ESSER funding ends. The research team will work with districts who collectively serve over 700,000 enrolled students. Using NWEA MAP interim assessment data, the team will provide districts with information at multiple points during the year so they can make course corrections in their recovery strategies as needed. The team will publish reports of lessons learned from these districts to help guide recovery efforts in the broader field.

The Commit Partnership will support school districts and charter networks in the Dallas region to embed the principles of high-impact tutoring into their overall instructional framework. Commit’s support for districts is critical as some Texas schools are still grappling with how to deliver tutoring to all struggling students, as required under a sweeping new Texas law. As other districts shift their focus from compliance to excellence, Commit will be a crucial partner in helping system leaders embed research-backed principles into their tutoring models. Commit will support districts by convening district leaders together monthly in tutoring focused learning communities that will ultimately support the expansion of high-dosage tutoring. Continuing the work they began last year, Commit will serve as a key partner of Dallas’s regional tutoring effort. They will continue to engage deeply with Dallas-area superintendents and other cabinet-level leaders to build an understanding of high-dosage tutoring as a priority and to develop aligned local policy and action.

The Literacy Lab’s mission is to provide students — in communities experiencing racial and/or economic inequities — with evidence-based, culturally responsive literacy instruction as preparation for academic, professional, and personal success. The organization launched the Leading Men Fellowship, which recruits local young men of color to serve as pre-K literacy tutors. During the 2023-24 school year, the Literacy Lab will place up to 35 Fellows in the Atlanta Metro region to provide high-impact literacy interventions to pre-K students. They aim to further study the impact of this model and add data to support its effectiveness and attract more supporters throughout the region.

A grant to The Mind Trust will help scale Indiana Learns, an out-of-school, voucher-based high-dosage tutoring program that leverages community partners, supportive state legislation, and a strong partnership between the Indiana Department of Education (IDOE) and The Mind Trust to provide equitable learning recovery opportunities. By supporting this flexible, family-centered model, the grant would enhance access for underserved students, advance outcomes-based tutoring policies, and solidify Indiana’s leadership in developing scalable, high-quality education interventions.

Third Space Learning's spoken AI math tutor, Skye, provides high-dosage tutoring to elementary, middle, and high schools across the US and UK, helping schools close the math achievement gap by offering scalable, research-based, high-dosage tutoring at $150 per student, 90-95% cheaper than traditional human-led tutoring. Built on evidence-based learnings from over 2 million human tutoring lessons, spoken AI tutor Skye offers personalized instruction aligned with state standards to support classroom teaching and boost students' math achievement.

The Tennessee State Collaborative on Reforming Education (SCORE), a two-time Accelerate grantee, will partner with Knox County Schools to integrate instructionally coherent high-dosage tutoring (HDT) models into their overall strategy for early grades literacy intervention. The project will leverage a quasi-experimental design to evaluate the impact of HDT on students typically identified as Tier II or Tier III based on their performance on aimswebPLUS. The study will address the variance between these settings and answer questions about the impact of HDT on student outcomes. Four schools will be selected for support and analysis, representing at least 500 students. SCORE believes in the power of HDT to support student learning and is honored to use the Accelerate funds to support Knox County Schools' efforts to integrate HDT into their intervention strategy, taking advantage of the district's longstanding practices in assigning students to HDT, Tier II, or Tier III interventions based on their aimswebPLUS performance.

Trustees of Boston University will partner with the Boston University Wheelock College of Education to deliver a high-dosage tutoring model using Enhanced Core Reading Instruction (ECRI), an evidence-based reading program grounded in the science of reading and aligned with Boston Public School’s core reading program. Each day, paraprofessionals will complete 1-2 ECRI lessons, tailoring lesson pacing to students’ individual needs. During the 2023-24 school year, they aim to serve 500 students in grades 3-6. A research evaluation of the ECRI High-Dosage Tutoring model would allow the Trustees of Boston University to ensure the effectiveness of the tutoring model in a new context and enable them to further adapt the model as needed to better meet the needs of partner school districts.

Tutored by Teachers is a mission driven organization working to close the opportunity gap by serving high-need students with personalized virtual instruction delivered by highly-qualified teachers. Our research-backed model is recognized by Stanford University's National Student Support Accelerator and consistently drives statistically significant student outcomes at scale.

Tutored by Teachers is a mission driven organization working to close the opportunity gap by serving high-need students with personalized virtual instruction delivered by highly-qualified teachers. Our research-backed model is recognized by Stanford University's National Student Support Accelerator and consistently drives statistically significant student outcomes at scale.

Tutored by Teachers is a mission driven organization working to close the opportunity gap by serving high-need students with personalized virtual instruction delivered by highly-qualified teachers. Our research-backed model is recognized by Stanford University's National Student Support Accelerator and consistently drives statistically significant student outcomes at scale.

A grant to the Lastinger Center will advance tutoring policy by helping operationalize the Florida Tutoring Advantage (FTA) with renewed statewide implementation and partners. This funding would enable the Center to launch a statewide tutoring program that integrates data-driven practices, outcomes-based contracting, MTSS alignment, and partnerships with vetted tutoring providers, putting in place a cohesive approach to implementation and decision-making to ensure sustained success across districts.