Personalized Learning Initiative Interim Report: Findings from 2023-24
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| Title: | Personalized Learning Initiative Interim Report: Findings from 2023-24 |
|---|---|
| Language: | English |
| Authors: | Monica P. Bhatt, Terence Chau, Barbara Condliffe, Rebecca Davis, Jean Grossman, Jonathan Guryan, Jens Ludwig, Matteo Magnaricotte, Shira Mattera, Fatemeh Momeni, Philip Oreopolous, Greg Stoddard, MDRC, University of Chicago, Education Lab |
| Source: | MDRC. 2025. |
| Availability: | MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org |
| Peer Reviewed: | N |
| Page Count: | 96 |
| Publication Date: | 2025 |
| Sponsoring Agency: | AbbVie Foundation Arnold Ventures IMC Foundation Massachusetts Institute of Technology (MIT), Blueprint Labs Overdeck Family Foundation Vivo Foundation William T. Grant Foundation |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education Elementary Secondary Education |
| Descriptors: | Tutoring, Instructional Effectiveness, Mathematics Instruction, Reading Instruction, Reading Achievement, Mathematics Achievement, Elementary School Students, Middle School Students, Individualized Instruction, Time Factors (Learning) |
| Geographic Terms: | Illinois (Chicago), Georgia, North Carolina, South Carolina, New Mexico, California, Florida |
| Abstract: | The dismal results from the fall 2024 release of "The Nation's Report Card" (the National Assessment of Educational Progress) confirmed what many who follow schooling outcomes for children already feared: post-pandemic academic recovery for students was middling at best, with reading and math scores still falling short of their pre-pandemic levels for every tested grade level. Even more concerning, students at the lower end of the achievement distribution lost more ground than students at the top of the distribution, exacerbating inequalities that have long persisted along race and class lines. How could this be, given the historic investment in school funding by the federal government and the focus on instituting evidence-based practices, such as high dosage tutoring? Research suggests that the investments overall yielded significant learning per $1,000 spent, on average, which is both encouraging and falls short of the magnitude of effects needed for students to recover and thrive academically. This report summarizes the ongoing work by the Personalized Learning Initiative Research Team to understand whether and how scaling high dosage tutoring scaled in the post-pandemic environment--and what its impacts were on student achievement. The team has found both good news and more sobering news. On the one hand, tutoring works on average to significantly improve student learning above and beyond the status quo. Even more encouraging, the research shows positive effects for all kinds of tutoring model designs delivered in a variety of different ways across a wide range of contexts. However, overall the dosage students are getting falls far short of what would be needed to fully realize the promise of high dosage tutoring. The insights presented in this report are derived directly from data collected to date through the Personalized Learning Initiative (PLI), a large-scale randomized controlled trial undertaken by the University of Chicago Education Lab and MDRC. This report focuses on the findings to date from the 2023-24 school year. In 2023-24, the PLI partnered with eight state, district, and charter education agencies nationwide. They randomized a total of 17,330 students, and 16,435 students are in the analytic sample for 2023-24. In 2023-24, PLI partners provided tutoring in math and reading across grades K-12, though were largely focused on early reading and middle grade math. In addition, the majority of partners had both a high dosage tutoring (HDT) and a "sustainable" high dosage tutoring (SHDT) type of tutoring provided to their students. [The Personalized Learning Initiative has been made possible through the support of funders including: Accelerate: The National Collaborative for Accelerated Learning; Ben and Chiara Lumpkin; and Ken Griffin, founder and CEO of Citadel and founder of Griffin Catalyst.] |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED678145 |
| Database: | ERIC |
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