Grantees will generate rigorous evidence that informs how AI tools can improve student outcomes.
When the windfall of pandemic-era federal stimulus money that helped districts weather the crisis expired in 2024, it raised a key question: Would the tutoring programs school systems scrambled to implement during that period prove to be temporary?
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.
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.
Boys’ reading struggles are not inevitable, research suggests, and addressing the deficit could improve outcomes in school and beyond.
Get the latest from Accelerate, including news, insights, and updates on our work.
