{"id":430,"date":"2015-11-04T14:54:17","date_gmt":"2015-11-04T14:54:17","guid":{"rendered":"http:\/\/thesocietypages.org\/edsociety\/?p=430"},"modified":"2016-01-29T00:48:02","modified_gmt":"2016-01-29T00:48:02","slug":"digital-tutoring-is-linked-to-lower-achievement-for-some-students","status":"publish","type":"post","link":"https:\/\/thesocietypages.org\/edsociety\/2015\/11\/04\/digital-tutoring-is-linked-to-lower-achievement-for-some-students\/","title":{"rendered":"Digital Tutoring is Linked to Lower Achievement for Some Students"},"content":{"rendered":"
\"Photo<\/a>
New research shows that digital providers typically charge more, deliver fewer hours of services, and differentiate less than face-to-face tutors. \u00a0Photo via Gaggle Speaks<\/a>.<\/figcaption><\/figure>\n

Digital tutoring in K-12 systems has rapidly emerged as a popular education option. Digital instruction includes the use of digital technology such as computers. Curricular formats range from highly structured and dependent on software to more fluid and dependent on the discretion of a live tutor.The increase in digital tutoring systems has created research demand to understand whether and how these practices are linked to student achievement outcomes.<\/span><\/p>\n

Burch, Good, and Heinrich examined the digital providers\u2019 role in out-of-school time (OST) tutoring. They completed a mixed-method longitudinal study of federally funded OST tutoring companies in five urban sites over four years and found that these companies had a reach as high as 88% of students\u00a0eligible for OST tutoring\u00a0in one district.<\/span> The study sample included students eligible for OST tutoring under No Child Left Behind. They examined student attendance patterns and the relationship of different digital provider characteristics and access points to the reading and math achievement outcomes of students from low-income families.<\/span><\/p>\n

They found that digital providers, on average, charged significantly more per hour than non-digital providers and delivered fewer hours of services to students than face-to-face tutoring providers. Further, they found that English language learners and students with disabilities were less likely to realize achievement gains through OST tutoring and that digital providers were often not prepared to differentiate instruction to better serve students with special needs.<\/span><\/p>\n

They concluded that their findings are suggestive of potentially troubling patterns in access to different types of digital tutoring and that more research is necessary to understand whether treatment in digital tutoring is inequitable.\u00a0<\/span><\/p>\n

You can find the full article here:<\/p>\n

Patricia Burch<\/a>, Annalee Good<\/a>, & Carolyn Heinrich<\/a>.\u00a0Improving Access to, Quality, and the Effectiveness of Digital Tutoring in K\u201312 Education<\/a>. Educational Evaluation and Policy Analysis<\/a><\/i>, 2015.<\/p>\n

Sarah Garcia is a graduate student in Sociology at the University of Minnesota who studies population health and inequality.<\/p>\n","protected":false},"excerpt":{"rendered":"

Digital tutoring in K-12 systems has rapidly emerged as a popular education option. Digital instruction includes the use of digital technology such as computers. Curricular formats range from highly structured and dependent on software to more fluid and dependent on the discretion of a live tutor.The increase in digital tutoring systems has created research demand […]<\/p>\n","protected":false},"author":1952,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[36081],"tags":[593,38151,21299,39431,13,36108,12],"class_list":["post-430","post","type-post","status-publish","format-standard","hentry","category-250-words","tag-achievement","tag-digital-tutoring","tag-disabilities","tag-english-language-learners","tag-inequality","tag-nclb","tag-technology"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts\/430","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/users\/1952"}],"replies":[{"embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/comments?post=430"}],"version-history":[{"count":4,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts\/430\/revisions"}],"predecessor-version":[{"id":447,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts\/430\/revisions\/447"}],"wp:attachment":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/media?parent=430"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/categories?post=430"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/tags?post=430"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}