A Blueprint for Success: Study Highlights A Model for Integrating Tutoring into Public School’s to Promote Achievement

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Kraft, M. A., & Falken, G. T. (2021). A blueprint for scaling tutoring and mentoring across public schools. AERA Open.

Introduction

Kraft and Falken (2021) argue that the U.S. public education system has underinvested in individualized instruction and mentoring, despite evidence of its effectiveness in improving academic outcomes and fostering social-emotional development. The authors aim to bridge this gap by proposing a federally funded and locally operated system of school-based tutoring that integrates mentoring into the school day.

Implementation

The blueprint proposed by Kraft and Falken is grounded in evidence from various high-dosage tutoring models and school-based mentoring programs. They outline a tiered staffing model:

  • High school students tutor elementary students through elective courses.
  • College students serve as tutors in middle schools via the Federal Work-Study program.
  • Recent college graduates mentor high school students through AmeriCorps programs.

The proposed structure allows for cost-effective scaling, with the aim of focusing resources on high-need schools first, particularly those serving low-income students and those disproportionately impacted by the pandemic.

Outcomes

Kraft and Falken’s review of recent tutoring interventions shows that high-dosage tutoring, especially when integrated into the school day, has robust effects on student achievement, particularly for students from marginalized backgrounds. The model also suggests potential reciprocal benefits for tutors/mentors, including enhanced social connectedness, academic content knowledge, and leadership skills.

The authors acknowledge the limitations of scaling tutoring programs, noting that real-world implementation often falls short of the success seen in controlled trials.

Discussion

Kraft and Falken advocate for a sustained commitment to improving the quality of tutoring through ongoing program evaluation, feedback loops, and professional development for tutors. The authors also call for a shift away from test-focused tutoring models toward approaches that emphasize students’ holistic success, including their emotional well-being and motivation to learn.

They note that the success of scaling tutoring hinges on strong partnerships between local school districts, federal agencies, and community organizations.

Implications for Mentoring Programs

  • Continuous Improvement: Mentoring programs should implement feedback mechanisms to continuously refine tutoring and mentoring practices and ensure they meet the needs of students and are responsive to issues presented by mentors.
  • Holistic Support: Mentoring programs should move beyond focusing solely on academic outcomes, incorporating social-emotional learning and fostering a sense of belonging for students.
  • Cross-Sector Collaboration: Federal, state, and local partnerships are essential for providing the resources, oversight, and training necessary for scaling mentoring programs successfully.

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