Private Tutoring Archives

High-Dosage Tutoring

November 27, 2023 Brad Hoffman Leave a Comment

Following several years of significant operational disruptions, schools are focused on stabilizing routines and expectations and reconciling underdeveloped skills given the overwhelming data on pandemic learning loss experienced to some degree for the majority of learners in both private and public schools. In a recent research brief from July 2023, NWEA estimates that the average student needs 4.1 additional months of reading instruction and 4.5 additional months of math instruction in order to catch up to pre-pandemic levels. Nationally, the average 8th grader is one full year below grade level.

The antidote to skill gaps is high-dosage tutoring, which is generally defined as intensive 1:1 tutoring at least 3x per week, or for about 50 hours over a semester. We’ve seen an increase in the requests for high-dosage tutoring over the past 18 months, and this trend has continued this fall.

Our conversations with parents and school faculty in addition to our own observations confirm the following concerns across the curriculum:

Writing skills across all grade levels, and for all writing purposes (e.g narrative, informational, and persuasive), needs improvement. Subcategories of writing work include:
- Prewriting strategies
- Basic and advanced grammar and syntax
- Sentence fluency and varying sentence structures
- Transition words and phrases
- Sequencing and chunking ideas to create effective, multi-paragraph pieces
- Incorporating quotations and citing references
- Systematically editing and proofreading
- Incorporating stronger vocabulary
- Improving close reading skills, including note taking, annotating, and properly outlining, is a common need for students in the upper elementary, middle, and high school divisions.
Decoding, reading fluency, and comprehension work with students in elementary and middle school, which includes effectively summarizing texts and determining / justifying the main idea of a non-fiction text.
Automaticity of basic math facts (all four operations).
Work with fractions is complex and spans common fractions, decimal fractions and percentages. We see a lot of skill gaps here.
Executive function skill building is needed, particularly as it relates to work prioritization, goal setting, time management, minimizing distractions, and developing enhanced metacognition so that a student learns to set themself up for optimal performance under particular circumstances.

As a result of academic doubt, we’ve seen a return to admissions testing requirements at most NYC day schools and some highly selective boarding schools in addition to many colleges. Despite the continued use of “test-optional” language at various schools, this testing is NOT really optional for everyone. It remains a filter. We know that media buzz can sometimes be confusing and misleading, and this is absolutely true as it relates to test-optional policies for the majority of our students. We continue to help our students achieve success with school and college admissions because we continue to take the harder, more steady road exceeding expectations everywhere we can. Submitting strong test scores continues to be a way to demonstrate academic mastery in a climate where there is considerable doubt. Moreover, “holistic reviews” by admissions committees take each student’s specific context into consideration, so “being competitive” is relative to each student’s situation and environment.

Of note, the average baseline performance we’re seeing for admissions testing is lower than the average performance we saw prior to the pandemic. This data is reinforced by the lower scores we’ve seen at large on private school achievement test data, such as CTPs or MAP testing. Therefore, students engaged in ISEE, SSAT, ACT or SAT work have the specific advantage of auditing prerequisite skills and systematically closing any gaps before moving onto accelerated instruction.

With most planning and establishing new routines, it’s important to not let perfect be the enemy of good. Plans can always be tweaked or recalibrated as more information becomes available. With that in mind, if you have any questions or concerns about your child’s academic performance, or if you have an interest in pursuing a private school or college admissions process, please contact us to schedule an appointment for further discussion without delay!

By Brad Hoffman, M.S.Ed., Board Certified Educational Planner, and Faya Hoffman, M.A., Board Certified Educational Planner

Tutoring As A Springboard To Achievement

August 21, 2023 Brad Hoffman Leave a Comment

You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.
~Clay P. Bedford

Learning is a lifelong journey, and it should be an exciting one! Can you remember your favorite teacher? Tour guide? Facilitator? What made that experience so memorable? For me, it always comes down to relationships and connections. Passionate, engaging teachers tend to have passionate, engaged students. A master teacher does really make a difference.

With the help of a great teacher, mentor or coach, we can push ourselves that much farther and realize our full potential. It isn’t about competition with others; it’s about self-empowerment, self-motivation, curiosity, and a desire to achieve for one’s own gratification. A master teacher is invaluable at all stages of life.

Tutoring comes in all shapes and sizes. Beyond school admissions and test preparation, we generally work with families for one of three reasons:

A student is struggling in a particular subject area and needs help to fill a learning gap or reinforce material. This work may include working with a Learning Specialist, Reading Specialist, or Math Specialist.
A student is seeking additional challenge or wants to pursue a specific curiosity with an enrichment teacher or academic coach.
A student needs help to optimize their approach with organizational and study skills, thus executive function coaching is needed.

Ultimately, the goal is to help students develop effective studying strategies that will lead to self-empowerment, improved confidence, and greater independence. Whether the focus is support or enrichment, tutoring may be short-term to jump start the process or long-term to provide more ongoing instruction.

In the case of short-term tutoring, students often need a teacher, mentor or coach to help them springboard into success. A common question is “How long does it take to create a habit?” There are varying opinions ranging from 21-66 days. But the bottom line is that consistency and practice are needed for any habit or behavior change to stick. This idea applies to tutoring as well. If a student needs support to develop organizational systems, study habits, or new behaviors, then tutoring may be a short-term engagement to help get on the right path and take off.

Tutoring may also be short-term if the learning goal is narrow. For example, a student may want to spend several sessions with a language tutor getting ready for an upcoming vacation, business trip or study abroad experience. Or a student may want to meet with a museum educator or historian to help bring a historical unit to life. Other students have sought out short-term support to prepare for a specific exam or to expedite progress in a particular area.

Longer term tutoring may begin as specific academic support but then evolve into broader academic coaching. Once the relationship is developed, our students often request that the tutor stay on as a resource for continued support, enrichment, motivation and structured practice. We’re so impressed with how much ownership our students assume. We have students as young as fifth and sixth graders that directly manage scheduling, send text messages when they have questions and prepare the agenda and work priorities for the upcoming session.

As a teacher, you can choose to be the “Guide on the Side” or the “Sage on Stage.” Both have their time and place, but more often than not we look to be the “Guide on the Side” because that means our students are equal partners in the process. As a classroom teacher, my colleagues and I used to say that an “A” has 3 points: 1) the student’s accountability, 2) the teacher’s accountability, and 3) the parent’s accountability. Another way of saying this is “my job, your job, our job.” When all 3 points are working together, a student’s achievement is unstoppable!

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard, Inc.

The Best Approach to SSAT or ISEE Preparation

May 21, 2023 Brad Hoffman Leave a Comment

Most competitive private day schools and many selective boarding schools are back to requiring standardized testing as part of the application process to grades 3 through 11. And whether testing is required or not, test-optional policies ought to be considered cautiously given holistic review application processes. We strongly recommend planning to exceed any minimum admissions requirements in order to be more competitive, and it’s likely that at least 1 or more schools on your working school list with require standardized testing. Certain schools require completion of their own placement tests in addition to, or in lieu of, standardized testing.

To this end, many families wonder about the best approach to ISEE or SSAT preparation. For any grade level transition between grades 5 and 11, we recommend starting about a year in advance with an eye toward official testing in November and December. While test preparation and school planning can certainly feel overwhelming, there are many factors within a family’s control, and starting early provides a structure that’s comforting for both children and parents. By initiating the SSAT or ISEE planning process about a year in advance, families stand to create the greatest number of school options.

Many families currently enrolled in private schools with CTP testing assume that CTP testing and ISEE testing are very similar, but they’re not. While they do share the same publisher, the ERB, the tests serve different purposes and have different formats. The CTP is designed as a grade level achievement test, whereas the ISEE (as well as the SSAT) is designed as an above-grade level measure:

The primary level ISEE is designed for admissions to grades 3 (PL3) and 4 (PL4).
The lower level ISEE test is designed for admissions to grades 5 and 6, and it covers math content and vocabulary well through 7th grade.
The middle level ISEE test is designed for admissions to grades 7 and 8, and it covers math content and vocabulary well through 9th grade.
The upper level ISEE test is designed for admissions to grades 9 to 11, and it covers math content and vocabulary well through 10th grade.

The best way to approach SSAT and ISEE preparation is to start early. We strongly recommend diagnostic testing during the winter/spring term so that we are able to better assess instructional needs and pacing over the spring, summer and fall. Sometimes educational testing is needed, too, in order to explore a suspected learning disability and appropriate accommodations. This educational testing should be completed during the spring or summer.

The best approach to SSAT and ISEE preparation is content-based, which means remediating and/or accelerating instruction for each student with the goal of achieving mastery. Surely there are test-taking strategies, but choosing an appropriate strategy generally still requires an understanding of the content. Simply “working backwards” or using “process of elimination” isn’t effective if a student doesn’t have a starting point or means of assessing the reasonableness of an answer choice.

We also value an approach to SSAT and ISEE preparation that focuses on the bigger, more important picture of middle and high school readiness. This readiness includes mastery of a certain body of content as well as a skill set around managing the workload itself (executive functions) and persisting through a difficult task and process (grit). Since the testing has to be done in most cases, it’s best to take advantage of all the learning opportunities related to the testing experience.

There’s also family debate about SSAT vs. ISEE testing, and some families feel they need to prepare for both, which isn’t necessary or advisable. Most NYC independent schools AND boarding schools accept both ISEE and SSAT scores. There are three main factors to consider when making the choice: 1) The ISEE has no wrong answer penalty, and 2) The ISEE presents sentence completions vs. analogies, and 3) The SSAT presents 5 answer choices, whereas the ISEE only presents 4 answer choices. We’re happy to discuss these factors further as they relate to your family’s situation.

For 7th grade students interested in specialized public high schools, there is SHSAT testing to manage as well. Historically this testing happened in October, but this past school year, it occurred on November 17, 2022. The previous school year, this testing occurred in January 2021. We do not yet have confirmation of the test date for Fall 2023.

Are you ready to start planning?

Please contact our office.

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard, Inc.

Understanding Pandemic Learning Loss

May 5, 2023 Brad Hoffman Leave a Comment

Parents and educators have observed firsthand that the pandemic caused massive disruptions in the academic, emotional, and social lives of students. The compounded effect of the past three years is responsible for significant pandemic learning loss. Meira Levinson and Daniel Markovits note in their article for The Atlantic that no other historical event has so suddenly and so drastically changed the way that American children spend their days–not the Great Depression, not World War II. For children and teens especially, a year or two is a large chunk of their lives. As we wrap up the second full year of in-person schooling since the onset of the pandemic, we are beginning to have enough data and perspective to better understand the impacts that the pandemic has had on our students and how we will continue to recover from them.

Quantifying Pandemic Learning Loss

Recent studies show that the pandemic’s major disruptions to daily instruction have set today’s students back significantly. A meta-analysis of studies conducted in 15 countries by Nature Human Behavior suggests that pandemic learning loss for students is the equivalent of 35% of a school year’s worth of learning. Indeed, 2022 US National Assessment of Educational Progress (NAEP) logged significant drops in reading ability and the greatest decline in student math performance in American history. Students in New York state were hit especially hard. On average, their math and reading losses were double those of their peers across the country. In purely quantitative terms, the pandemic’s impact on learning has undone decades of progress in American student performance in English and Math. Getting test scores back to pre-pandemic levels would take decades at the current rate of recovery.

American students in 2022 were, on average, about 15 to 24 weeks behind in math and nine weeks behind in reading compared with 2019. History scores have also fallen significantly. National test scores for 2023 reflect an “accelerated…downward trend [in history] that began nearly a decade ago” with only 13 percent of eighth graders achieving scores deemed proficient in U.S. history, and about 40 percent scoring “below basic,” according to The New York Times. The average 8th grader is performing one full year below grade level.

Pandemic learning loss disproportionately impacted students who were already struggling academically before the pandemic, to the point that statistical declines across subjects have largely been driven by the lowest-performing students. Students from lower-income families and districts also tended to suffer greater setbacks than students in high-income families and districts. At the middle- and high-school levels, male and female students experienced similar rates of academic achievement declines across all subjects. Results reported by the Enrollment Management Association indicate that performance gaps between students of different racial identities are wider today than they were pre-COVID. Public school students experienced significantly larger declines than private school students. Asian and Black students at the middle-school level experienced much sharper declines in quantitative scores than their peers of other racial identities.

Across socioeconomic lines, children whose schools remained remote longer tended to suffer greater academic setbacks. Most often, the schools that managed to limit the amount of time students were in Zoom school were often well-resourced private schools. In fact, many elite private schools practically avoided pandemic learning loss due to lower student-teacher ratios, more in-person instruction, and greater ease in implementing remote learning measures when their buildings were closed during the 2020-2021 school year.

Beyond Test Scores: Mental Health Impacts of the Pandemic

The social isolation of the pandemic caused suffering in people of all ages but this is compounded in children and teens, who are still developing the skills needed to form and maintain friendships, collaborate with others, and cope with their emotions. 94% of the 362 school guidance counselors surveyed by The New York Times last April reported higher rates of anxiety and depression among their students; 88% percent said students were struggling to regulate their emotions; and almost 75% said that students were struggling to resolve conflicts with their friends. A CDC survey of high-school students from January to June 2021 found a 20% increase in teens who felt “persistently sad or hopeless” over the previous year. 20% of the students surveyed had “seriously considered attempting suicide.” The rates of hospitalization and suicide attempts were even higher for girls. In response to this data, the American Academy of Pediatrics, the American Academy of Child and Adolescent Psychiatry, and the Children’s Hospital Association declared a national emergency in child and adolescent mental health in 2021. The declaration itself notes that while the pandemic exacerbated the mental health crisis in children and teens, the growing rates of mental health concerns predate it.

As we come to grips with this alarming situation and plan for the future, it is also important to note that students who were able to maintain social connections–whether to a friend, counselor, or teacher–during lockdown and remote learning, tended to fare much better than those who did not.

A Patchwork of Solutions

What’s especially concerning about pandemic learning loss is that there is no tried and tested method for recovering so much missed instruction at scale. So how have districts been spending the $190 billion dollars provided as pandemic relief funds? Some of the most common academic recovery interventions among schools surveyed by Future Ed, a research lab at Georgetown University, are summer learning, instructional materials, investing in software, afterschool enrichment, and tutoring. Among the most promising and prevalent interventions is “high-dosage” tutoring, where school districts hire a “tutor corps” that can provide individual and small-group instruction to students. States crafted their own plans, but most address some combination of making up for lost instructional time, investing in student mental health, hiring new staff, training existing staff, and infrastructural investments like expanding internet access for students.

The Center for Education Policy Research at Harvard University released a study that measures the impact of COVID recovery interventions and has identified some effective strategies for alleviating pandemic learning loss. However, the study notes that, “The implementation challenges district leaders recounted suggest that the simple-sounding logic of academic intervention—identify students in need and provide them extra support—belies a host of complex design and implementation decisions.” In other words, the reality is that even apparently straightforward academic interventions are cumbersome to implement at scale, and would require historic action to be effective.

As states and districts weigh their options for how to address these historic setbacks in the academic success and emotional health of American students, we must remember that the statistics we’ve outlined here are helpful for painting a picture of our present reality in aggregate. Yet, it is important not to lose sight of the fact that the development of academic ability, emotional resilience, and self-regulation are deeply personal journeys that each individual student undertakes. Students’ academic abilities and emotional wellbeing are certainly impacted and conditioned by context, but in addition to the way that states, districts, and independent schools end up addressing pandemic learning loss, one thing is for certain: our students will need our continued support, encouragement, and guidance as we continue to make our way out of this strange and difficult time.

To discuss your family’s needs in more detail, please contact us to schedule a call.

By Brad Hoffman, M.S.Ed., Board Certified Educational Planner, and Faya Hoffman, M.A., Board Certified Educational Planner

Sources

Betthäuser, B. A., Bach-Mortensen, A. M., & Engzell, P. (2023). A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic. Nature Human Behavior. https://doi.org/10.1038/s41562-022-01506-4
Howard, J. (2023, January 30). Children lost about 35% of a normal school year’s worth of learning during the pandemic, study suggests. Retrieved May 4, 2023, from https://edition.cnn.com/2023/01/30/health/covid-learning-loss-study-wellness/index.html
Levinson, M., & Markovits, D. (2022, June 23). The Biggest Disruption in the History of American Education. The Atlantic. https://www.theatlantic.com/ideas/archive/2022/06/covid-learning-loss-remote-school/661360/
O’Neill, J. (2023, March 15). New York 4th-graders lost twice as much ground as peers and lost year of learning during pandemic virtual learning. NY Post. https://nypost.com/2023/03/15/nys-4th-graders-saw-test-scores-plummet-during-pandemic/?utm_campaign=iphone_nyp&utm_source=pasteboard_app
Bryant, J., Dorn, E., Pollack, L., & Sarakatsannis, J. (2023, January 11). COVID-19 learning delay and recovery: Where do US states stand? McKinsey & Company. Retrieved May 4, 2023, from https://www.mckinsey.com/industries/education/our-insights/covid-19-learning-delay-and-recovery-where-do-us-states-stand
Braga, Dana, and Kim Parker. “Most K-12 Parents Say First Year of Pandemic Had a Negative Effect on Their Children’s Education.” Pew Research Center, https://www.pewresearch.org/short-reads/2022/10/26/most-k-12-parents-say-first-year-of-pandemic-had-a-negative-effect-on-their-childrens-education/. Accessed 5 May 2023.
AAP-AACAP-CHA Declaration of a National Emergency in Child and Adolescent Mental Health. https://www.aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-aacap-cha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health/. Accessed 5 May 2023.
Kane, Thomas. “Kids Are Far, Far Behind in School.” The Atlantic, 22 May 2022, https://www.theatlantic.com/ideas/archive/2022/05/schools-learning-loss-remote-covid-education/629938/.
“Academic Recovery.” FutureEd, 7 June 2022, https://www.future-ed.org/academic-recovery/.
“With an Influx of Covid Relief Funds, States Spend on Schools.” FutureEd, 3 Jan. 2021, https://www.future-ed.org/with-an-influx-of-covid-relief-funds-states-spend-on-schools/.
Carbonari, M., Davison, M., DeArmond, M., Dewey, D., Dizon-Ross, E., Goldhaber, D., Hashim, A., Kane, T., McEachin, A., Morton, E., Patterson, T., Staiger, D. (2022) The Challenges of Implementing Academic COVID Recovery Interventions: Evidence From the Road to Recovery Project. Research Report. Cambridge, MA: Center for Education Policy Research, Harvard University. Accessed on May 5, 2023. https://cepr.harvard.edu/road-to-covid-recovery
Mervosh, S. (2023, May 3). It’s Not Just Math and Reading: U.S. History Scores for 8th Graders Plunge. The New York Times. https://www.nytimes.com/2023/05/03/us/us-history-test-scores.html?smid=nytcore-ios-share&referringSource=articleShare
Koo, J. K., Wright, K. D. (2023). Effects of COVID-19 on Educational Outcomes: Enrollment Management Association Special Report. Enrollment Management Association.

Addressing Math Gaps

May 4, 2023 Brad Hoffman Leave a Comment

$Math Gaps$ Math Gaps and How to Fill Them

What happens to students who fail to master fractions by 6^th grade? Nothing much, apparently; they continue to work on more advanced areas, building on shaky foundations. Among the myriad of topics covered in mathematics, the following three have a disproportionate effect on future development: fractions, negative numbers, and algebra. Shakiness in these areas leads to math gaps and weaknesses in trigonometry, calculus, statistics, and other topics and endless frustration with standardized tests.

Fractions

Teachers generally present mathematics as a cumulative subject; it requires the mastery of basic techniques before tackling more advanced concepts, which assume complete knowledge of these techniques. Many of my students, for example, learn how to solve systems of equations and happily master these techniques when solutions are integers. Add fractions to the mix, though, and they begin to struggle and lose confidence in the whole topic. These weaknesses and math gaps persist into high school and beyond; in conversations with NYU mathematics professors, they shared that the biggest complaint was that many students couldn’t handle algebraic fractions. Of course, there isn’t time to redo the 6th-grade curriculum at that late stage.

Fractions also tie into other areas – students need to convert freely between fractions, decimals, and percentages; they also need to deal with decimals within fractions e.g.

Simplify:

and (my students’ pet hate) fractions within fractions e.g.

Simplify:

Given how broad and complex this topic is, teachers and tutors should review it throughout middle and high school.

In my experience, a standard method of teaching fraction manipulation leaves much to be desired: a focus on mastering concepts at the expense of developing computational skills, which makes students confused about both. Many of my students take a ponderous approach to fraction manipulation: when solving proportions, for example, we may encounter something like the following equation:

The students may painstakingly find a common denominator and then sometimes struggle with what to do next when cross-multiplication yields the solution in a couple of short steps. Once students understand that the two methods are equivalent, they should routinely use the more efficient one. When they master fraction manipulation in 5^th or 6^th grade, they are free to master more advanced topics as they progress through High School.

Negative Numbers

Fractions aren’t the only stumbling block; handling negative numbers is a topic that causes many of my high school students to struggle. A significant weakness is distributing negative signs outside parentheses and thinking of the relation between negative numbers and the number line. It’s supposed to have been dealt with by 7^th grade and is not touched upon again.

Algebra

Moving from the concrete (i.e., numerical) to the abstract (i.e., algebraic) is a leap that many students never complete consistently. Teachers usually cover this step by 8^th grade, but many students feel abandoned at this point. Algebra is not re-visited until 10^th grade, with geometry typically filling the time gap in 9^th grade, so 8^th-grade progress is often lost by 10^th grade when students have to make the enormous leap to Algebra II, leading to even more frustration and bigger math gaps. The modular nature of most school curricula exacerbates the weaknesses we are discussing, so I favor a more integrated approach that is rare in most American schools but common elsewhere.

There are other areas that could be added to the list, such as geometry and exponents, but the above topics hold the most significant foundational importance. It’s almost pointless to study trigonometry and calculus, for example, without mastery of these areas – it’s akin to playing a sport without training.

Now that I’ve highlighted some common math gaps and areas of frustration for students and their teachers, what are the possible solutions? Students who barely master skills will lose them fast without constant reinforcement – it happens to all of us, to a degree – but school teachers are under pressure to cover a curriculum that doesn’t give them latitude to return to skill-building. Frequent testing puts students under pressure to forget the material they’ve just covered as they anxiously prepare for the next test.

Students and their tutors can fill these math gaps by:

Creating a study program to review past material for students.
Avoiding a “one size fits all” approach – each student has their way of understanding the areas outlined above.
Ensuring that students don’t fall behind on quizzes and tests.

We live in a competitive environment; there is competition for middle schools, high schools, university places, internships, jobs, and graduate schools. Successful students cover more than what is offered in school, so students can’t afford to be left behind. It’s far better to tackle these issues as early as possible and then reinforce them regularly, with the help of tutors if necessary, in order to mitigate unnecessary math gaps.

By Kovan Pillai, PhD and Math Specialist as well as Executive Director of the New York Math Circle