School districts across the country have been zeroing-in on tutoring as a key component of their strategy to address students’ unfinished learning as a result of the pandemic, and therefore as a key investment in their ESSER plans. But as many districts now find themselves grappling with burnout and “putting out fires”, making progress on their plans to implement effective tutoring programs has felt more and more difficult.
We recently convened our ESSER Strategy Network of districts, along with research Matthew Kraft, to talk about what we can learn from tutoring research, explore the types of barriers districts are facing right now, and identify some strategies for navigating those obstacles.
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