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Articles by Alan Safran
Tutoring provides a much-needed on-ramp into the teaching profession. School districts should pay attention.
After graduating from Knox College in Illinois with a bachelor’s degree, Stephanie Martinez-Calderon’s plans were upended by the pandemic. She hadn’t planned on becoming a teacher but found an opportunity to tutor remotely for the year after college. Tutoring helped her build confidence and develop instructional skills, and today she’s a middle school teacher in the Washoe County School District in Nevada.
High-Dosage Tutoring Should Be Here to Stay
American parents care deeply about their local schools and are committed to improving education. That’s because Americans know that education plays a crucial role in shaping our children’s future. So the ultimate question is not “should we improve public schools” but “how”? While the news headlines about the latest National Assessment of Educational Progress felt grim, bright spots bucked the national trends in exciting and promising ways and beg for our attention.
High-Impact Tutoring Has Proved Itself
American parents care deeply about their local schools and are committed to improving education. That’s because Americans know that education plays a crucial role in shaping our children’s future. So the ultimate question is not “should we improve public schools?” but “how?” While the headline results from the latest National Assessment of Educational Progress felt grim, bright spots bucked the national trends in exciting and promising ways and beg for our attention.
How to build and own your tutoring programs
A school district’s investment in a tutoring program is a commitment to long-term educational equity and success. October 18, 2024 Sadie Stockdale Jefferson and Alan Safran Sadie Stockdale Jefferson is the executive director of the University of Chicago Education Lab. Alan Safran is the CEO of Saga Education.
How districts can keep high-impact tutoring going after ESSER money expires | LA School Report
Your donation will help us produce journalism like this. Please give today. The ESSER cliff is coming. Most districts and states that initiated high-impact tutoring using federal ESSER dollars are scrambling. Many believe they must eliminate or reduce the scope of their programs; but this is not the case. Here are six durable funding streams that could replace the ESSER dollars to help provide highly effective tutoring in new, cost-saving ways.
How Districts Can Keep High-Impact Tutoring Going After ESSER Money Expires Original
Get stories like these delivered straight to your inbox. Sign up for The 74 Newsletter The ESSER cliff is coming. Most districts and states that initiated high-impact tutoring using federal ESSER dollars are scrambling. Many believe they must eliminate or reduce the scope of their programs; but this is not the case. Here are six durable funding streams that could replace the ESSER dollars to help provide highly effective tutoring in new, cost-saving ways.
Why Districts Should Focus on High-Impact Tutoring Interventions as ESSER Funding Ends
ESSER dollars, or pandemic relief funds for schools, are running out at the end of September, and educators and policy leaders see a stark fiscal cliff ahead. District leaders need a funding pathway to sustain their most effective interventions. One of those things is something I know a little about: high-dosage (or better stated, high-impact) tutoring.
High-Dosage Tutoring Programs Can Help Ease Teacher Shortages
The shocking number of teacher and staff vacancies in school districts around the country is well known, but an article in the Washington Post laid out some of the consequences in stark terms: the superintendent in Bothell, Washington, recently was pressed into service as a physical education instructor. Teacher shortages have challenged school districts for decades, but the pandemic turned a problem into a crisis.
Everyone's talking about a national tutoring corps; here's what we need to know to do it well
After nearly a year of COVID-19-related disruptions to our nation’s schools, early research confirms we’re grappling with widespread learning loss — and it’s probably worse than we think when accounting for the large numbers of students missing from the data. One recent report revealed that since the pandemic, students have learned just 87 percent of the reading and only 67 percent of the math that their grade-level peers learned during more typical years.
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