We encourage tutors to start with programs that meet WWC's high standard of evidence and then build from there by testing out hypothesized improvements that may boost tutors' and students' experiences and outcomes ever further and contribute to new knowledge in the field. One of our priorities is to improve education quality by building a reciprocal interface between basic research in the learning and cognitive sciences and the problems and practices that educators use in their day-to-day work. By focusing on use-inspired problems in education, we can challenge assumptions, raise new questions and hypotheses, design projects that are theoretically incisive, and learn what works best for tutors and students. This approach creates a culture of collaboration, innovation, and excellence. 

We are firmly committed to increasing access to high-quality educational resources for all children, so we prioritize open education resources when there is evidence that they are as effective as (or more effective than) traditional resources. As we grow and gain evidence of the tutor training and packaging of resources that work best for the children our tutors serve, we will disseminate our knowledge and resources by sharing our findings, modules, slides, learning materials, curriculum supplements, so other tutors and educators at Notre Dame, in South Bend, and across the country can find evidence-based materials quickly and easily. One of our math programs, ICUE, provides an example of our commitment to packaging and sharing high-quality, open educational resources.