Study shows tutoring = higher student achievement

In a new study by Harvard researchers of charter schools in New York City, they found that “five policies suggested by over forty years of qualitative research — frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations” were what mattered most in improving student achievement.

It comes as no surprise to Ready Languages that the individual attention and instruction that tutoring provides are a major factor in positive learning outcomes – we help students every day!

See the full article here, from the Washington Post:

http://www.washingtonpost.com/blogs/ezra-klein/post/study-class-size-doesnt-matter/2012/01/28/gIQAaiZAYQ_blog.html#excerpt

The study is available here, for a nominal fee:  http://nber.org/papers/w17632