Â鶹·¬Íâ

research-backed

From regular student assessment to contracting for independent studies, Â鶹·¬Íâ systematically collects, analyzes, and uses data to generate knowledge, improve programs, and report on impacts.

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science of reading

The established and growing research we have about how students learn to read, including systemic phonics education.

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individualized

A facet of high-dosage tutoring in which a tutor offers one-on-one attention to their student, resulting in targeted support, and personalized literacy learning.

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high-dosage

The frequency of a learning experience. For example, Â鶹·¬Íâ students receive twice weekly tutoring for maximum growth.

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educational equity

Ensuring every student, no matter their race, gender, socioeconomic level, or location has access to the resources and support they need to succeed in school and in life.

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Program overview

Our offerings

Direct tutoring

Our direct tutoring model includes high-impact, one-on-one tutoring for students in both in-person and online formats. Our volunteer-driven model engages community volunteers to support students in developing mastery of key reading skills. Volunteers are trained to implement our evidence-based curriculum rooted in the science of reading. 

Powered by Â鶹·¬Íâ

Our Powered by Â鶹·¬Íâ programs meet students where they are in the community. We provide community partners and families with engaging, high-quality educational materials, access to our evidence based curriculum, and extensive training to implement effective literacy tutoring with students.  

student writing on a white board

Evidence-based approach

Â鶹·¬Íâ’ programs use a research-backed custom curriculum that is aligned with the science of reading. We incorporate all five domains of literacy as defined by the National Reading Panel: phonological awareness, phonics, fluency, vocabulary, and comprehension. One of our core practices is to ensure that instruction in each Â鶹·¬Íâ curriculum level, including phonemic awareness and phonics, is systematically and explicitly taught through a thoughtful, mastery-oriented scope and sequence.

92%

of principals report improved school-wide reading progress (2023-24)

180

reading centers

View our impact report

6,655

participated in 12+ tutoring sessions (2023-24)

Frequently asked questions

Our teams work closely with teachers, principals, and other educators in their community to identify students who can most benefit from our programming. To be enrolled in Â鶹·¬Íâ’ direct tutoring program, students must meet the following criteria:

  • Kindergarten through fourth-grade student,
  • Six months to 2.5 years behind grade level in reading, and
  • Attend one of our partner schools or community organizations.

We believe that every child deserves a high quality literacy education as a foundational skill for future learning. Research shows that children experiencing poverty face more educational barriers that can limit opportunities to access individualized literacy support. It’s our goal to provide high-quality tutoring in a way that promotes educational equity.  

Learn more about Title I schools and federal funding .

Reading assessments are administered by Â鶹·¬Íâ coordinators or program delivery partners depending on the program.

As soon as students are matched with a tutor they are enrolled in the program. Students are enrolled for two 45-minute tutoring sessions each week of high impact tutoring. On average, students complete 30 Â鶹·¬Íâ sessions within the school year. We evaluate and track student progress on an annual basis. Students are re-evaluated each year to ensure high needs students are prioritized for our program.

Our students are referred by their teachers, principals, or other educators in their community. If your child is a student at one of our school sites or community partners, speak with their teacher about the possibility of getting them referred to our program.

Members of our program advisory committee who are reading and literacy experts use evidence-based practices to guide regular revisions to our curriculum and instructional materials. The committee is co-led by Dean Elson, chief knowledge officer, and Jennifer Joyce, vice president of national programs. Read more about our program advisors here.

Through continuous evaluation, we are able to make important decisions that will improve outcomes for students in our program.

We assess student reading skills and collect teacher feedback three times throughout the year to track each student’s progress and ensure high-quality programming.

We have partnered with third-party research firms to design and carry out rigorous evaluations of our program, including a large independent, randomized control trial (RCT). The RCT found that our program was implemented with a high degree of fidelity, and had positive and statistically significant impacts on all three study measures: sight word reading, fluency, and reading comprehension. More information about this study and other evaluations can be found on our Program Impact page.