A 2022 research study has shown that high-dosage tutoring (HDT) outperformed on-demand tutoring in terms of academic outcomes since more students access tutoring when it occurs during the school day on an ongoing basis. Researchers from Brown University ran a randomized controlled trial at Aspire Public Schools, a charter district in California, with about 7,000 students, 75% of whom qualify for free/reduced lunch. Nearly all were eligible for free virtual tutoring with an online whiteboard and text chat feature.
"If the goal is to mitigate learning gaps for students who struggled the most, providing opt-in access to personalized tutoring and other educational resources is unlikely to help."
"Providing tutoring during the school day and integrating tutoring with the schools instructional program so that the school determines which students participate in this high-return educational opportunity is far more likely to reach and benefit struggling students."
According to the report, on-demand tutoring perpetuates inequality. The researchers share, “We found that the vast majority of students do not take-up an opt-in educational resource, even when it can promote learning, and that struggling students are the least motivated to proactively access and benefit from the additional support.” Without targeted interventions, struggling students are unlikely to opt-in to the supports and will continue to fall behind as high-achieving students benefit from the resource.
Source: Robinson, Carly D., Biraj Bisht, and Susanna Loeb. (2022)*
*Robinson, Carly D., Biraj Bisht, and Susanna Loeb. (2022). The inequity of opt-in educational resources and an intervention to increase equitable access. (EdWorkingPaper: 22-654). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/ja2n-ys82