We’re honored to join the Alabama State Department of Education’s vetted list of high-dosage tutoring services that maximize student success in standards attainment.
High-dosage tutoring is one of the few school-based interventions with large positive effects on reading achievement.
In August of 2022, the Alabama State Department of Education (ALSDE) invited providers to submit information for comprehensive evidence-based, high-dosage tutoring (HDT) products or services to publish a vetted list for local education agencies (LEAs).
According to the Education Commission of the States (2021), research supports high-dosage tutoring as a cost-effective strategy for boosting student achievement. Studies of tutoring interventions found that, on average, tutoring increased achievement by an additional 3 to 15 months of learning across grade levels (EdResearch, 2021). High-dosage tutoring is one of the few school-based interventions with demonstrated large positive effects on math and reading achievement, especially with students from low socioeconomic backgrounds.
The ALSDE Office of Student Learning convened a review committee of state and regional staff from the Alabama Mathematics, Science, and Technology Initiative, Alabama Reading Initiative, Educational Technology, Federal Programs, Instructional Services, Multi-Tier System of Supports, and Special Education Services. This committee worked diligently to review the submissions’ alignment to a rubric directly aligned to the criteria outlined in the High-Dosage Tutoring Request for Information.
As part of the review process, the committee considered — among other factors — HDT design principles (frequency, group size, personnel, scheduling), measurement for growth, relationships, Tier I/II/III high-quality instructional materials, HDT delivery mode, and federal compliance.
The vetted list of HDT products and services should help guide and support utilization of available state and federal funding sources to provide comprehensive or supplementary tutoring products to maximize students’ success in standards attainment toward mastery of unfinished learning goals.