4 ways online tutoring helps our at-risk, low-income district achieve goals

The shifting rigor of Marylands College and Career Ready Standards pushed our students even further behind the curve. We understood we required a program to speed up finding out outcomes and enhance efficiency rates on MCAP/PARCC assessments while likewise providing academic support to students in need.

Our urban Title I district serves a population of 78 percent at-risk students and 84 percent low-income families. We were already managing low efficiency rates on math and ELA state assessments prior to the pandemic, and the relocate to remote learning made it a lot more difficult for instructors to engage with students who could not be on campus.

Discovering the right solution

Seeking methods to innovate and drive scholastic growth in the face of these obstacles, in 2018 we began searching for an online tutoring service that featured content lined up to our curriculum.

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We also wanted personalized and customized direction with trainee feedback; flexibility for trainees and instructors in regards to how and when to use the program (tutoring hours); and a research-based solution with proven arise from urban districts comparable to BCPSS.

Our search led us to FEV Tutor, which fit each of these criteria items, and when presenting it as an assistance tool to my site-level principals, the option sold itself.

Dr. Mark King, Executive Director, Community Learning Network # 6 (CLN-6), Baltimore, MarylandDr. Mark King is Executive Director of the Community Learning Network # 6 (CLN-6) in Baltimore, Maryland.

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