State policy models for scaling high-impact tutoring: Colorado's non-competitive grant program and Louisiana's long-term Accelerate initiative¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief presents two state approaches as models. Colorado's HB 1234 establishes a statewide tutoring grant program targeting students from low-income families, students of color, and rural students; the bill "makes the grant program non-competitive, meaning any district that's interested and meets the application requirements is eligible for funds," with flexibilities for rural districts. Louisiana's Accelerate initiative provides school-day, just-in-time tutoring using effective teachers, with state-provided staffing and scheduling supports and free aligned tutoring curricula, designed as a long-term strategy to outlast relief funding.

Design Implications¶

Context¶

Requirements¶

• Districts must submit proposals explaining how their tutoring programs align with research-based components of highly effective tutoring programs

Constraints¶

• The brief notes some Louisiana guidance differs from the research-based guidelines, particularly regarding group sizes

Target Learners¶

• students from low-income families, students of color, and students in rural areas
• all students in statewide initiatives

Target Learning Goals¶

• accelerated learning through personalized instruction during the school day

Related Strategies¶

• Target tutoring equity by prioritizing underserved students and using culturally reflective curriculum and formative data
• Expand the pool of potential tutors rather than expanding group sizes when scaling tutoring to all students

Examples¶

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Key Sources¶

• State Guidance for High Impact Tutoring. (2021). https://eric.ed.gov/?id=ED614259