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Evidence-based approach
Evidence-based approach
At Community TEACH, we use evidence in two important ways:
We constantly assess and observe our students' progress to analyze how they learn and what motivates them.
We employ a strength-based model that brings just the right amount of challenge to grow students' skills and expand their repertoire of learning strategies.
We use formal research to structure our model and to guide our teaching.
We draw on education research to target the most crucial content and skills for accelerating and personalizing learning.
We utilize psychology and brain science to maximize motivation and strengthen executive functioning.
Research-based high-impact tutoring model
Research-based high-impact tutoring model
Our approach is grounded in research that shows effective tutoring accelerates student growth equivalent to 3-15 months of additional learning.
We adhere to the major components of high-impact tutoring, including:
Intensive: regularly scheduled tutoring sessions
Relationship-based: all sessions with the same tutor
Individualized: one-on-one, private sessions
Aligned: enhances and connected to school curriculum
Although there is ample evidence of positive impacts for all students, the most powerful effects have been measured for mathematics at grades 3-12 and for disadvantaged students, which matches our focus and mission.
Chart from Stanford University National Student Support Accelerator (see citations here)
Selected research summaries and reports on tutoring:
Selected research summaries and reports on tutoring:
Andre Nickow & Philip Oreopoulos & Vincent Quan (2020). The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence, NBER Working Papers 27476, National Bureau of Economic Research, Inc.
Carly D. Robinson, Matthew A. Kraft, Susanna Loeb, and Beth Schueler, (2021). Accelerating Student Learning with High-Dosage Tutoring. EdResearch for Recovery Design Principles Series.
Dietrichson, Jens & Bøg, Martin & Filges, Trine & Jørgensen, Anne-Marie. (2017). Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis. Review of Educational Research. 87. 243-282.
Stanford University National Student Support Accelerator (2020). High-Impact Tutoring: Intensive, Relationship-Based, Individualized Instruction. An Equitable, Proven Approach to Accelerate Student Learning.
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