Research Indicates Tutoring Improves School District Performance

Since its implementation ten years ago, the No Child Left Behind Act (NCLB) has led to hundreds of peer-reviewed research studies. Much of this research, conducted by school districts across the country, has been to measure the results of student achievement when classroom learning is paired with out-of-school tutoring. The vast majority of these research studies have shown that tutoring programs for students of all types measurably increase student achievement levels. Many new studies also look at how software-assisted tutoring online and off can improve student test scores.

 Let’s look at a few examples:

The Implementation and Effectiveness of Supplemental Education Services, a study by Carolyn J. Heinrich and Patricia Burch, analyzed the Chicago Public School District and found that in from 2003 to 2008 there was a drastic improvement in reading as well as math scores for students receiving at least 30 hours of tutoring during the school year. Many inner-city Chicago schools are Title I schools under NCLB, meaning that they receive federal funding to provide equal opportunity to all students, which covers part or all of the tutoring costs for low-income learners.
The Learn, Earn, and Achieve pilot program from Learning Makes a Difference Foundation found that a pilot program in Atlanta schools rewarding students with attendance payments for four hours a week of tutoring that included software-based learning resulted in children participating in the program outperformed a comparison group in science and math. This study was funded by grants and the donations of supporters.

Reading Rescue in Inner City Schools, a study by Patricia Muller and Randy Davies, assessed the effect of reading intervention through tutoring programs in six Title I inner-city schools in New York and found participating students scored nearly ten points higher than a peer comparison group on the final assessment test in the study.

Improving the Literacy of Young Urban Learners, a study conducted by Agnes Cave and Frank R. Yekovich, analyzed tutoring programs in language arts in inner-city school districts in the Mid-Atlantic, and found that using “authentic, problem-based learning activities” that included the use of technology resulted in tenfold gains in vocabulary and language expression and threefold gains in reading comprehension in the first year of the program, with gains continuing throughout the program.

Whether tutoring programs are funded through federal Title I funds, the school district, or privately, these programs significantly improve students’ test scores and learning progress in school districts where they are implemented.

Schools seeking information on online tutoring services to ensure students are meeting standards, including the Common Core Standard should consider providers such as TutaPoint. TutaPoint's award-winning live instruction is aligned to the Common Core Standards in math, ensuing students receive the necessary concept specific instruction they need to succeed in the classroom and on standardized tests.

Contact: Ryan Duques or call (800) 390-2370 x 703