Under the law, tutoring is just one way districts can address learning disruption caused by the pandemic. But with research showing that so-called “high-dosage tutoring” can provide struggling students the academic boost they need, both parents and policymakers expected to see districts use relief funds on such programs.

Thus far, however, the enthusiasm over tutoring has not translated into widespread adoption. A recent analysis from Burbio, which tracks schools’ responses to the pandemic, shows that out of 1,037 districts nationally, only about a third are spending federal relief funds on tutoring. The Center on Reinventing Public Education’s ongoing review shows that while 62 out of 100 large districts offer tutoring, most don’t provide details on their programs and how many students they serve.

Some districts have addressed learning loss by lengthening the school day or providing small group instruction. Others that have launched tutoring programs either restrict services to specific students or limit the number of sessions available. A shortage of available tutors has only exacerbated the problem.

“There is good research that high-dosage tutoring has really transformative potential and it’s also true that school systems are struggling mightily to meet the demand,” said Mike Magee, CEO of Chiefs for Change.

Districts that have launched tutoring programs say they can’t serve everyone — especially as a tight labor market and quarantine requirements continue to fuel personnel shortages.

Read the full article about access to tutoring after the pandemic by Linda Jacobson at The 74.