Tutors to Teachers: Could a National Tutoring Corps Help Hard-to-Staff Schools?

We are continuing to work with colleagues to propose to the incoming Biden administration a plan to fund tutors to elementary and secondary schools to work with students who are far behind in reading or math. Today, I wanted to expand on one aspect of our proposal.

As it currently stands, we are proposing that the federal government provide Title I schools with funds to hire tutors, who will be required to have a college degree and experience with children. If this proposal becomes reality, it would include a plan to help schools identify particularly effective tutors and offer them a rapid path to teacher certification.

One assumption behind this part of our proposal is that most tutors will be recent college graduates who do not have teaching certificates, most probably majoring in something other than education. Many of the tutors are sure to discover the joys of teaching. At the same time, school leaders are sure to notice that many of their tutors are doing an exceptional job. Our proposal is simply to facilitate a process in which excellent, successful tutors can become teachers.

There are several important advantages to schools and to society of this new source of teacher candidates. First, tutors would be concentrated in high-poverty inner-city or distant rural Title I schools. Such schools typically have difficulty recruiting top candidates. Often, the top candidates they do get are from the local area, often graduates of the very schools in which they hope to teach. We have noticed that tutor applicants (with college degrees) usually come from the local area.

Second, schools often struggle to find as many minority candidates as they would like. Tutors, in our experience, better represent the demographics of their schools than do teachers. Among the many college-graduate applications we typically get to work in Baltimore, about 80% are Black, and about 80% of hires have also been Black. This matches the percent Black of Baltimore City Public Schools students, but not of its teachers, 40% of whom are Black. If our Baltimore experience is typical, hiring tutors and then encouraging and supporting them to go for a teaching certificate may be one way to bring talented Black teachers into teaching.

We have seen a similar dynamic in majority-Hispanic districts and in rural districts. Local tutors with a strong tie to a local area, who have demonstrated their skills as tutors, may be an ideal group from which to recruit applicants whose commitment to teaching in that place is strong, and likely to be lifelong.

Many years ago, we were working on a study of our Success for All program in Baltimore, and in one inner-city school we noticed an extraordinary Black teacher. We got to know her, and discovered that she grew up near the school she taught in, and attended that very school. As a teacher, she could have chosen to live almost anywhere, but she chose to live in the house she grew up in, in an inner-city neighborhood. This was where she wanted to teach, where she wanted to make her contribution to her community. We’ve encountered many amazing teachers in rural places who are also teaching in the schools they attended. I cannot say exactly how this part of our tutoring plan will be accomplished, or what its effects might be on the teaching staffs of high-poverty schools. But bringing local college graduates into local schools as tutors and then helping the best of them to become teachers would be an important additional outcome of our National Tutoring Corps plan.

Photo credit: Shenandoah University Office of Marketing and Communications, CC BY-SA 3.0 <https://creativecommons.org/licenses/by-sa/3.0>, via Wikimedia Commons

This blog was developed with support from Arnold Ventures. The views expressed here do not necessarily reflect those of Arnold Ventures.

Note: If you would like to subscribe to Robert Slavin’s weekly blogs, just send your email address to thebee@bestevidence.org. 

Great Tutors Could Be a Source of Great Teachers

In a recent blog, I wrote about findings of three recent reviews of research on tutoring, contained within broader reviews of research on effective programs for struggling elementary readers, struggling secondary readers, and math. The blog reported the astonishing finding that in each of the reviews, outcomes for students tutored by paraprofessionals (teaching assistants) were as good, and usually somewhat better, than outcomes for students tutored by teachers.

It is important to note that the paraprofessionals tutoring students usually had BAs, one indicator of high quality. But since paras are generally paid about half as much as teachers, using them enables schools to serve twice as many struggling students at about the same cost as hiring teacher tutors. And because there are teacher shortages in many areas, such as inner cities and rural locations, sufficient teachers may not be available in some places at any cost.

In my earlier blog, I explained all this, but now I’d like to expand on one aspect of the earlier blog I only briefly mentioned.

If any district or state decided to invest substantially in high-quality paraprofessional tutors and train them in proven one-to-one and one-to-small group tutoring strategies, it would almost certainly increase the achievement of struggling learners and reduce retentions and special education placements. But it could also provide a means of attracting capable recent university graduates into teaching.

Imagine that districts or states recruited students graduating from local universities to serve in a “tutor corps.” Those accepted would be trained and mentored to become outstanding tutors. From within that group, tutors who show the greatest promise would be invited to participate in a fast-track teacher certification program. This would add coursework to the paraprofessionals’ schedules, while they continue tutoring during other times. In time, the paraprofessionals would be given opportunities to do brief classroom internships, and then student teaching. Finally, they would receive their certification, and would be assigned to a school in the district or state.

There are several features worth noting about this proposal. First, the paraprofessionals would be paid throughout their teacher training, because at all points they would be providing valuable services to children. This would make it easier for recent university graduates to take courses leading to certification, which could expand the number of promising recent graduates who might entertain the possibility of becoming teachers. Paying teacher education candidates (as tutors) throughout their time in training could open the profession to a broader range of talented candidates, including diverse candidates who could not afford traditional teacher education.

Second, the whole process of recruiting well-qualified paraprofessionals, training and mentoring them as tutors, selecting the best of them to become certified, and providing coursework and student teaching experiences for them, would be managed by school districts or states, not by universities. School districts and states have a strong motivation to select the best teachers, see that they get excellent training and mentoring, and proceed to certification only when they are ready. Coursework might be provided by university professors contracted by the district or qualified individuals within the district or state. Again, because the district or state has a strong interest in having these experiences be optimal for their future teachers, they would be likely to take an active role in ensuring that coursework and coaching are first rate.

One important advantage of this system would be that it would give school, district, and state leaders opportunities to see future teachers operate in real schools over extended periods of time, first as tutors, then as interns, then as student teachers. At the end of the process, the school district or state should be willing to guarantee that all who succeed in this demanding sequence will be offered a job. They should be able to do this with confidence, because school and district staff would have seen the candidate work with real children in real schools.

The costs of this system might be minimal. During tutoring, internships, and student teaching, teacher candidates are providing invaluable services to struggling students. The only additional cost would entail providing coursework to meet state or district requirements. But this cost could be modest, and in exchange for paying for or providing the courses, the district or state would gain the right to select instructors of very high quality and insist on their effectiveness in practice. These are the schools’ own future teachers, and they should not be satisfied with less than stellar teacher education.

The system I’m proposing could operate alongside of traditional programs provided by universities. School districts or states might in fact create partnerships in which all teacher education candidates would serve as tutors as part of their teacher education, in which case university-led and district-led teacher education may essentially merge into one.

This system is more obviously attuned to the needs of elementary schools than secondary schools, because historically tutors have been rarely used in the secondary grades. Yet recent evidence from studies in England (http://www.bestevidence.org/reading/mhs/mhs_read.htm) has shown positive effects of tutoring in reading in the middle grades, and it seems likely that one-to-one or one-to-small group tutoring would be beneficial in all major subjects and, as in elementary school, may keep students who are far behind grade level in a given subject out of special education and able to keep up with their classmates. If paraprofessional tutors can work in the secondary grades, this would form the basis for a teacher certification plan like the one I have described.

Designing teacher certification programs around the needs of recent BAs sounds like Teach for America, and in many ways it is. But this system would, I’d argue, be more likely to attract large numbers of talented young people who would be more likely than TFA grads to stay in teaching for many years.

The main reason schools, districts, and states should invest in tutoring by paraprofessionals is to serve the large number of struggling learners who exist in every district. But in the course of doing this, districts could also take control of their own destinies and select and train the teachers they need. The result would be better teachers for all students, and a teaching profession that knows how to use proven programs to ensure the success of all.

This blog was developed with support from the Laura and John Arnold Foundation. The views expressed here do not necessarily reflect those of the Foundation.