Tutoring helps, but a little bit isn't enough to make a difference

Nearly half the schools in the nation used federal pandemic recovery funds to roll out tutoring programs, writes Hechinger's Jill Barshay. But most students got far less tutoring than planned and gains were much smaller than expected, concludes a "sobering" analysis by the University of Chicago and MDRC.

"High-dosage" tutoring -- a tutor working with a few students three times a week with a proven curriculum or lesson plans -- was proven to be effective in almost 100 studies before the pandemic, writes Barshay. Compared to a control group that wasn't tutored, "some students gained an extra year’s worth of learning — far greater than the benefit of smaller classes, summer school or a fantastic teacher." The cost, which could be more than $4,000 a year per student, seemed worth it.

Providing high-quality, high-dosage tutoring was expected to make up for pandemic learning loss. Forty-seven percent of schools tried to start programs. But schools had trouble hiring and training tutors and making time in the school day. When tutoring was offered after school and during the summer, very few students showed up.

"The amount of learning per minute of tutoring" was similar to pre-pandemic models, say researchers. But students didn't get very many minutes of tutoring. As a result, they gained only one or two months of extra learning.

In-person tutoring with eight students at a time worked as well as a more expensive model that limited the tutoring group to three or four students, the report noted. Virtual and online tutors were effective -- if students put in the time, which most did not.

Students who use digital platforms, such as Khan Academy and Zearn, to practice solving math problems show "show impressive increases in math achievement," writes Holly Korbey. But only 5 percent of students -- typically the high achievers -- use the platforms consistently.

Lots of models have the potential to work, the report concludes. "The learning impact per minute of tutoring" is strong. But schools need to provide the time and the tutors for their neediest students. A little bit of tutoring now and then isn't enough.