Research Studies
What Makes Literacy Tutoring Effective?
Courtesy of GFS Yes We Can...Read!
This study takes a look at University student tutors and below average first graders and the effects of tutoring on literacy levels.
“One-on-one tutorials may simply heighten the engagement of the learner with both the materials and the learning process for longer periods of time than occurs in a typically bustling classroom.” A “Matthew Effect” occurs when children struggle with, and dislike, reading: they in turn “read less and lose the avenue provided by wide reading to gain vocabulary, world knowledge and imaginative ideas,” which would make them better readers. Tutoring has a more significant impact when it occurs over a sustained period of time within the school year.
Courtesy of We Teach Science
This study investigates at-risk first- and second-grade students’ reading growth as they were tutored by minimally trained college students.
“The average reading level gain for children receiving the full term of tutoring was 1.19 grade levels.” Parents and teachers observed that tutoring affected not only the student’s reading level, but their behavior at home and in the classroom as well. The study found that with the help of a tutor, an at-risk reader could progress the same amount as an average reader.
Courtesy of GFS Yes We Can...Read!
This study focuses on the reading growth of second and third grade students who had the lowest scores on reading pretests. These students were tutored by volunteers at the Howard Street Tutoring Program in Chicago.
“Teachers require additional help if they are to meet the educational needs of all children in a classroom” “Reading is a ‘tool skill’ that must be learned early and well in a child’s education because most subsequent school learning (science, social studies, even math) depends on the ability to read.” “High school dropout and adult illiteracy rates…can often be traced to reading failure in the first few years of school.”
Courtesy of Third Street Community Center
A growing number of 7th graders meet the state’s expectations for math achievement. However math achievement varies dramatically based on student ethnicity.
The results are predictable: Asians and Whites have the highest scores and rates of Algebra 1 CST test takers and Latinos and African-Americans are still significantly behind. In addition, 48% of students scoring far below basic and 37% of those scoring below basic in 2010 were English learners. 7th grade is an important point in mathematics because students’ math course-taking paths begin to diverge: a small advanced group take Algebra I, more than half of students take Algebra I in 8th grade, and another large portion will not be placed in a full Algebra I course or take it in 9th grade. This is key as Algebra I is required in order to receive a high school diploma. Our programs We Teach Science, JustMATH and Stepping Up to Algebra all focus on the importance of math achievement in elementary and middle school.
Courtesy of Reading Partners
This report represents the first-ever portrait of Latinos in Silicon Valley. It shows how Silicon Valley Latinos are faring in five quality of life areas: Education, Health, Financial Stability, Housing, and Environmental Sustainability.
Only one third of Latino students are at grade level in 3rd grade reading and 8th grade math, but these numbers are gradually improving. Nearly one quarter of Latino high school students drop out of school-and this rate is climbing. And only a quarter of Latino high school graduates have completed the courses needed for transfer to UC/CSU. Latinos have not been able to attain the level of education needed to be competitive in the job market: just over a third have had some college or completed a college education, compared to nearly 80% of non-latinos.