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.
Accelerate’s new Synthesis Report shows how quickly the evidence on virtual tutoring is catching up.
At the Accelerate and ProvenTutoring Convening, the conversation was less about whether tutoring works (it does!) and more about how to execute it well at scale.
New federal grants will help states spread tutoring to rural areas.
Boys’ reading struggles are not inevitable, research suggests, and addressing the deficit could improve outcomes in school and beyond.
The project is one of four grants awarded to expand evidence-based tutoring programs through the U.S. Department of Education’s Education Innovation and Research.
A suburban district’s experience with a virtual provider, experts say, reinforces the importance of sticking to a high-dosage tutoring model.
The free tool provides states, school districts, and vendors with tools and best practices to monitor high-dosage tutoring implementation.
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