Tutoring is not a new phenomenon, but it has gained renewed attention and popularity in recent years, especially in the wake of the COVID-19 pandemic, which disrupted the education of millions of students around the world.

Many educators, policymakers, and researchers have advocated for tutoring as a powerful and effective way to address learning loss, close achievement gaps, and accelerate student learning.

But what does the evidence say about the effectiveness of tutoring?

How can tutoring be implemented in a high-quality and scalable way?

And what are the best practices and principles for designing and delivering tutoring programs?

In this blog post, I will answer these questions and provide some insights and recommendations based on recent studies and research.

The Evidence for Tutoring

There is a large and growing body of research that shows that tutoring can have positive and significant impacts on student learning and achievement. 

A recent systematic review and meta-analysis examined 96 studies on tutoring programs and found that tutoring is an effective practice that yields consistent and substantial positive impacts on learning outcomes1.

The review also identified some key features and factors that influence the effectiveness of tutoring, such as frequency, group size, personnel, focus, measurement, relationships, curriculum, scheduling, delivery mode, and prioritization.

Some of the main findings and implications from the review are:

• Tutoring is most effective when conducted in three or more sessions per week for at least 30 minutes each.
  
  This suggests that tutoring should be integrated into a regular, consistent schedule, rather than used piecemeal.
• Tutoring is more effective when conducted by teachers or professional tutors who are well trained and supervised rather than by volunteers, peers, or parent tutors.
  
  This suggests that tutoring requires specific skills and knowledge that are different from those required for effective classroom teaching, and that tutors need adequate support and guidance to deliver high-quality instruction.
• Tutoring is effective for students of all ages and grade levels, but the evidence is strongest for reading-focused tutoring for students in early grades (particularly grades K-2) and for math-focused tutoring for older students.
  
  This suggests that tutoring should target the core academic skills that are essential for student success and that vary in difficulty and complexity across grade levels.
• Tutoring programs that support data use and on-going informal assessments allow tutors to more effectively tailor their instruction for individual students.
  
  This suggests that tutoring should be adaptive and responsive to the needs and progress of each student, rather than following a fixed or standardized curriculum.
• Tutoring programs that ensure students have a consistent tutor over time may facilitate positive tutor-student relationships and a stronger understanding of students’ learning needs.
  
  This suggests that tutoring should foster a sense of trust and rapport between the tutor and the student, rather than being impersonal or transactional.

The Best Practices and Principles for Tutoring

Based on the evidence and the challenges and opportunities for tutoring, here are some best practices and principles for designing and delivering tutoring programs:

• Involve and engage all stakeholders.
  
  Tutoring should be a collaborative and participatory process, involving and engaging all stakeholders, such as tutors, students, teachers, and parents.
  
  Tutoring should be informed by the needs and perspectives of each stakeholder, and be responsive to their feedback and input.
  
  Tutoring should also foster communication and coordination among all stakeholders, and build a sense of shared ownership and responsibility for student success.
• Recruit and train qualified and committed tutors.
  
  Tutoring should be delivered by qualified and committed tutors, who have the necessary skills and knowledge to provide effective and personalized instruction.
  
  Tutoring should also provide adequate training and support for tutors, such as initial orientation, ongoing coaching, and professional development.
  
  Tutoring should also recognize and reward tutors for their efforts and contributions, such as providing incentives, recognition, or career advancement opportunities.
• Provide frequent and intensive tutoring sessions.
  
  Tutoring should provide frequent and intensive tutoring sessions, that are sufficient and appropriate for the learning goals and needs of each student.
  
  Tutoring should also schedule and arrange tutoring sessions in a way that is convenient and accessible for students and tutors, such as during school hours (if a school permits), after school hours, or online.
  
  Tutoring should also monitor and track the attendance and participation of students and tutors, and address any issues or challenges that may arise.
• Use data and assessments to inform and guide tutoring.
  
  Tutoring should use data and assessments to inform and guide tutoring, such as using pre-tests, post-tests, or progress monitoring tools to measure student learning and achievement.
  
  Tutoring should also use data and assessments to tailor and adjust tutoring, such as using formative assessments, informal observations, or student feedback to identify and address student strengths and weaknesses.
  
  Tutoring should also use data and assessments to evaluate and improve tutoring, such as using summative assessments, program evaluations, or stakeholder surveys to assess the effectiveness and impact of tutoring.
• Foster positive and supportive tutor-student relationships.
  
  Tutoring should foster positive and supportive tutor-student relationships, that are based on trust, respect, and care.
  
  These relationships should also be based on dialogue, feedback, and encouragement.
  
  Tutoring should also foster positive and supportive tutor-student expectations, that are based on high standards, growth mindset, and self-efficacy.