Scaling promising practices: the case of high-impact tutoring in response to pandemic-induced learning needs.
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This event is free and open to the public. It is brought to you by EdPolicyWorks of UVA's School of Education & Human Development.
Susanna Loeb is Director of the Annenberg Institute at Brown University, where she is also Professor of Education and of International and Public Affairs and the founder and acting executive director of the National Student Support Accelerator. Susanna’s research focuses broadly on education policy and its role in improving educational opportunities for students. Her work has addressed issues of educator career choices and professional development, of school finance and governance, and of early childhood systems. Before moving to Brown, Susanna was the Barnett Family Professor of Education at Stanford University. She was the founding director of the Center for Education Policy (CEPA) at Stanford and co-director of Policy Analysis for California Education (PACE). Susanna led the research for both Getting Down to Facts projects for California schools. In 2020, she was elected to the American Academy of Arts and Sciences. She is also an affiliate at NBER and JPAL and a member of the National Academy of Education.
As we emerge from the Covid-19 pandemic and schools reopen their doors to in-person learning, we are faced with the challenge of emotionally and academically reengaging students, many of whom have been chronically absent from school and have experienced severe social stresses. The research base identifies specific forms of tutorings as a particularly promising approach for addressing these students' needs. Yet, substantial research also points to the difficulty of scaling promising practices effectively. This project draws key lessons from prior attempts to scale -- such as the importance of adaptation, facilitation, and quality -- and works to implement those lessons through engagement, tool development, and research. The talk describes the approach, current learning from a study of implementation across multiple states and districts, and research to date assessing the effects of program elements to support adaptation and improvement.