Tutoring has emerged as an especially promising strategy for supporting students academically. This study synthesizes 33 articles on the implementation of tutoring, defined as one-to-one or small-group instruction in which a human tutor supports students grades K-12 in an academic subject, to better understand the facilitators and barriers to…

The COVID-19 pandemic has had an unprecedented impact on education systems worldwide, leading to significant learning loss, exacerbating existing educational inequalities and disproportionately affecting disadvantaged students. Governments around the world have begun to invest in large-scale tutoring initiatives as a key component of their…

Background/Context: In the early elementary grades, many students do not achieve literacy proficiency due to inadequate personalized literacy instruction (Taylor et al., 2010). Despite increasing evidence that differentiated instruction informed by assessments of students' reading abilities can improve learning more effectively than…

The "Examining Implementation and Outcomes of the Project On-Track High-Dosage Literacy Tutoring Program" study describes the characteristics of students who participated in a full year of Project On-Track, a high-dosage, small-group literacy tutoring program for students in grade 1-3. Its online adaptive program, Amplify Reading, groups…

School districts in northeastern Tennessee have had persistently low proficiency rates in grade 3 English language arts, which were exacerbated by disruptions in schooling due to the Covid-19 pandemic. In response, the Niswonger Foundation, a technical assistance provider that supports these districts, developed Project On-Track, a high-dosage,…

Intervention fidelity is crucial in ensuring efficient and quality support for students in need. Some coaching strategies have evidenced positive impacts on intervention fidelity and virtual coaching has been emerging in recent years, especially during the COVID-19 pandemic. However, current literature is still limited in examining the effects of…

Existing approaches for training paraeducators rely heavily on intensive one-to-one coaching and may not be feasible in practice. In this study, we test a tiered training model in which all paraeducators first received group training, and then coaching was provided only for the subset who did not meet performance criteria after group training.…

Large undergraduate courses make it difficult for students to achieve learning outcomes, in part due to the lack of resources available to course instructors to support student learning in these intimidating and often impersonal settings. One way to support instructor teaching and student learning is the implementation of undergraduate peer…

The National Tutoring Programme (NTP), introduced in the academic year 2020-21, is an important part of the Government's COVID-19 recovery response, supporting schools to respond to the disruption to education caused by the pandemic and subsequent school closures, offering targeted tuition support to disadvantaged pupils who have been hit hardest…

This document contains the blueprint for the project "Evaluation of the National Tutoring Programme Year 2." It contains a summary and context for the programme, the research questions to be answered, and the methodology and timeline of the study. [For the Research Report, see ED624473. For the Technical Appendix, see ED624478.]

This appendix supports the report, "Independent Evaluation of the National Tutoring Programme Year 2: Implementation and Process Evaluation." It contains the quantitative methodology and data tables. [For the Research Report, see ED624473. For the Study Plan, see ED624476.]

Background/Context: Reading achievement declined drastically during the COVID-19 pandemic (Bailey et al., 2021). One report suggests more than one-third of fourth-grade students cannot read at a basic level and access to effective literacy instruction is particularly limited for minority students and students with learning disabilities (Ellis et…

This paper presents findings on the implementation and impacts of Leveled Literacy Intervention (LLI) in Oakland, California, where the school district conducted the nation's first randomized controlled trial of LLI in secondary grades. LLI is a short-term, intensive intervention designed to help teachers provide small-group instruction to…

Almost 20% of English pupils still experience difficulties with reading despite the use of a predominantly phonics-based approach that works well for most children, but not for all; therefore, other approaches need to be explored. The Integrated Group Reading (IGR) programme involves an inclusive approach to targeted teaching led by class teachers…

Deaf and hard of hearing (d/Dhh) children frequently have delayed language; yet limited research exists on interventions to facilitate linguistic development in the classroom (Fung, Chow, & McBride-Chang, 2005). Dialogic reading is an evidence-based practice that has resulted in significantly improved language skills (Towson, Fettig, Fleury,…