School days are packed, but leaders must prioritize specific tutoring times in order to truly accelerate learning. This brief from the National Center on Response to Intervention has helpful approaches to and questions for optimal scheduling. See page four to learn more about how other institutions have established daily intervention classes.
EdWorkingPaper: A Blueprint for Scaling Tutoring Across Public Schools
Various strategies support learning acceleration, but implementing tutoring is at the core. Some tutoring models use recent college graduates who receive stipends and a recent paper from Brown University presents a scalable model where high school students tutor elementary students via an elective class, college students work in middle schools via federal work-study and college students are …
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High-Impact Tutoring: State of the Research and Priorities for Future Learning
Various strategies support learning acceleration, but implementing tutoring is at the core. Hiring highly qualified tutors are shown to have the most effective outcomes, though well-trained paraprofessionals or volunteers can reduce costs.
Engaging Parents and Families to Support the Recovery of Districts and Schools
One in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. This brief provides strategies to consider and to avoid in regards to: How can schools and districts support families in their diverse …
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Guidance and Support for Students Moving Into Postsecondary
One in a series of briefs aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. This brief provides strategies to consider and to avoid for helping students transition from high school to college and careers. …
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Evidence-Based Practices for Assessing Students’ Social and Emotional Well-Being
Part of a series of briefs aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. This one provides strategies to consider and to avoid around the central question, How can schools and districts monitor students’ …
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Lessons from the Nation’s Three Largest School Districts on COVID-19 Response
Takeaways from the New York City Department of Education, Chicago Public Schools, and Los Angeles Unified School District on what has worked well
Teachers’ Experiences Working from Home During the COVID-19 Pandemic
A survey administered in the summer of 2020 in which teachers reported concerning levels of student engagement with remote learning overall and stark differences along racial and socio-economic lines that make engagement in learning markedly more challenging.
Improving Student Engagement and Attendance During COVID-19 School Closures
This promising practices brief explores research on monitoring and promoting attendance and engagement in online learning and summarizes the findings from conversations with a small number of school districts about their transition to remote learning as a result of the COVID-19 pandemic. The brief provides a resource to states and districts on promising practices in …
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Nine Elements of Effective School Community Partnerships to Address Student Mental Health, Physical Health, and Overall Wellness
A white paper that outlines elements necessary for creating and sustaining effective partnerships to improve student mental health, physical health, and overall wellness.