Tutoring—defined here as one-on-one or small-group instructional programming by teachers, paraprofessionals, volunteers, or parents—is one of the most versatile and potentially transformative educational tools in use today. Within the past decade, dozens of preK-12 tutoring experiments have been conducted, varying widely in their approach, context, and cost. Our study represents the first systematic review and meta-analysis of these and earlier studies. We develop a framework for considering different types of programs to not only examine overall effects, but also explore how these effects vary by program characteristics and intervention context. We find that tutoring programs yield consistent and substantial positive impacts on learning outcomes, with an overall pooled effect size estimate of 0.37 SD. Effects are stronger, on average, for teacher and paraprofessional tutoring programs than for nonprofessional and parent tutoring. Effects also tend to be strongest among the earlier grades. While overall effects for reading and math interventions are similar, reading tutoring tends to yield higher effect sizes in earlier grades, while math tutoring tends to yield higher effect sizes in later grades. Tutoring programs conducted during school tend to have larger impacts than those conducted after school.

/pdf/the-impressive-effects-of-tutoring-on-prek-12-learning-a-31bn569jir.pdf

The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence

In this thought experiment, we explore how to make access to individualized instruction and academic mentoring more equitable by taking tutoring to scale as a permanent feature of the U.S. public e...

https://journals.sagepub.com/doi/pdf/10.1177/23328584211042858

A Blueprint for Scaling Tutoring and Mentoring Across Public Schools

Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading difficulties were reviewed to identify the characteristics (e.g., instructional variables, group size, type of interventionist) of effective ORF interventions and their impact on English oral reading fluency and reading comprehension outcomes. The systematic review revealed that interventions reported centered around repeated reading procedures (86.5%). Across the 16 studies, outcomes for oral reading fluency varied widely and most focused on speed and rate aspects rather than prosody. Effect sizes for rate and accuracy measures ranged from negligible to large (i.e., 0.01 to 1.18) and three studies found large effects for prosody outcomes. Effect sizes for reading comprehension ranged between non-significant and large significant effects. Findings support the use of repeated reading of text to build up ORF of students with reading difficulties. Interventions that were found to be most effective were those that were conducted one-on-one with a trained model of fluent word reading and accuracy. Findings also point to three gaps in our understanding: (1) the efficacy of interventions other than repeated reading, (2) effects of ORF interventions on prosody outcomes, and (3) sustainability of outcomes.

/pdf/fluency-interventions-for-elementary-students-with-reading-47mckpbhqa.pdf

Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019

This article highlights various paradoxes and false dichotomies in rural education research. Using Paulo Freire's theories of oppression and critical awareness, the article delineates a theoretical framework designed to explore a reframing of rural education. We propose that this reframing would serve as rural praxis for school leaders and teachers, and we make use of these theories to discuss school leader and teacher preparation programs. This reframing for the field of rural education research proposes a way through contradictions and dispels deficit narratives underlying conceptions of rurality and theoretical constructs in rural education research.

/pdf/disrupting-dichotomous-traps-and-rethinking-problem-3sxppsyqqw.pdf

Disrupting Dichotomous Traps and Rethinking Problem Formation for Rural Education.

Tutoring ranks among the most versatile and potentially transformative educational tools available. Dozens of randomized experiments have evaluated preK–12 tutoring programs, varying widely in approaches, contexts, and costs. This article presents results from a systematic review and meta-analysis of tutoring field experiments. We develop a framework for understanding variation in tutoring program impact and examine effect sizes (ESs) across a range of characteristics. We find that tutoring programs yield consistently substantial positive impacts on learning, with an overall pooled ES of 0.288 SD (SE = 0.029, p &lt; .001). ESs tend to be largest for programs that use teachers or paraprofessionals as tutors, are held in earlier grades, occur at least 3 days per week, and are held during school. 

The Promise of Tutoring for PreK–12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence

This seven-week study examined the effects of the Neurological Impress Method and Read Two Impress on reading comprehension, fluency, and students’ attitude toward reading. The 57 first-, second-, ...

Read Two Impress and the Neurological Impress Method: Effects on Elementary Students' Reading Fluency, Comprehension, and Attitude.

The decision-making processes used by superintendents in times of economic crises are well documented. Little is known about how they respond/plan in times of economic gains. The purpose of this study is to explore how superintendents respond and plan for the future amidst the changes brought about by oil and gas development of the Eagle Ford Shale (EFS) in South Central Texas. Two research questions guided this qualitative study: in what ways are rural school district superintendents sensemakers and how do they respond to the presence of the EFS Play? Three superintendent’s narratives were represented against a backdrop of structural functionalism and a model of sensemaking. Sensemaking is how the superintendents in our study explained what is going on within their school districts. Despite increased reserves and affluence two issues took precedence: school facilities/physical plants deterioration and declining academic achievement. Each superintendent leveraged the situation as a process to maxi...

Visionary planning and the Eagle Ford Shale Play: a cross-case study of rural school superintendents as sense-makers

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Read Two Impress and the Neurological Impress Method: Effects on Elementary Students' Reading Fluency, Comprehension, and Attitude.

Visionary planning and the Eagle Ford Shale Play: a cross-case study of rural school superintendents as sense-makers