EDUTUTORVA NEWSLETTER

September 2021 - EduTutorVA Celebrates Its First Anniversary (download as PDF)
November 2021 - Can High-Impact Tutoring Help Our Students Catch Up? (download as PDF)
April 2022 - Assessing Our Progress in the Community (download as a PDF)

EDUTUTORVA IN THE NEWS

'School divisions' — and other items on the new administration’s learning curve, column by EduTutorVA Steering Committee Member Kristen Amundson, Richmond Times-Dispatch (01-25-22).
For Virginia's new school year, some ideas to close the learning gaps before they become canyons, column by EduTutorVA Steering Committee Member Kristen Amundson, Richmond Times-Dispatch (09-11-21).
EduTutorVA welcomes Meredith E. Fortner of Alexandria, Virginia as our new Executive
Director and Education Coordinator. Read and share the press release (PDF).
Kristen Amundson, an EduTutorVA Steering Committee Member, discusses the negative effects of online learning and the need for immediate solutions to address the learning gaps all students are experiencing. She explains the importance of individualized instruction for academic recovery and highlights EduTutorVA as a group already working to meet the needs of underserved students.
Fairfax County’s blog featured EduTutorVA’s twofold mission of providing tutoring to underserved students and encouraging careers in education.
George Mason University News featured EduTutorVA’s efforts to provide tutoring for disadvantaged students and give aspiring teachers hands-on opportunities (George Mason University News).

Dadisman & Schneider: Tutoring Can Help Reverse COVID-Related Learning Loss. 6 Principles for Doing It Right (The 74 - a non-profit news site covering education in America)
Pandemic related learning loss has put the majority of students behind, particularly students of color and low income students, creating concerns about a “lost generation” of students. Tutoring is one of the few proven remedies to address the growing learning gap (Washington Post).
Early analysis across the Washington D.C. area shows alarming drops in academic performance for low income students, students of color, and English language learners. The steep inequities inherent in online learning require intervention (Washington Post)
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Data on first quarter grades in Fairfax County shows that socioeconomically disadvantaged students, English language learners, and students with disabilities are disproportionately struggling with online school, widening the achievement gap (Washington Post).
Early this summer, research from NWEA predicted that students, particularly underserved and young students, will not retain significant portions of content from online school. Policy researchers say addressing learning losses requires specialized, tailored instruction for students. (The 74 - a non-profit news site covering education in America)