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

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 proficiency rates on math and ELA state assessments prior to the pandemic, and the move to remote learning made it even more difficult for teachers to engage with students who couldn’t be on campus.

The shifting rigor of Maryland’s College and Career Ready Standards pushed our students even further behind the curve. We knew we needed a program to accelerate learning outcomes and boost proficiency rates on MCAP/PARCC assessments while also providing academic support to students in need.

Finding the right solution

Seeking ways to innovate and drive academic growth in the face of these challenges, in 2018 we began looking for an online tutoring solution that featured content aligned to our curriculum.

We also wanted individualized and personalized instruction with student feedback; flexibility for students and teachers in terms of how and when to use the program (tutoring hours); and a research-based solution with proven results from urban districts similar to BCPSS.

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

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