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# Raise The Bar: Strategies to Improve Student Achievement

# Raise The Bar: Strategies to Improve Student Achievement

                                    -        **Strategies to Improve Student Achievement: Print Version**English
A once-in-a-generation pandemic has had a  once-in-a-generation impact on our nation’s children and youth. That is why,  since day one, the Biden-Harris Administration has worked aggressively to  safely reopen schools and keep them open, help students recover academically,  support their mental health and well-being, and address teacher and staffing  challenges many communities face.

While American Rescue Plan (ARP) funds have helped fuel important  progress toward academic recovery, we have much work to do to get students back  to – and beyond – pre-pandemic levels of achievement. This will require continued  and additional actions, commitments, and investments by State, local, and education  leaders and partners at all levels. It will also take a cross-sector approach  and strong partnerships among education leaders, community organizations,  healthcare teams, and others to provide the supports students and their  families need. The Administration is calling on all States, districts, schools,  and the many community organizations that support them to redouble efforts for  the remainder of this year, including specific steps in three key areas:
- Addressing Chronic  Absenteeism
- Providing High-Dosage Tutoring
- Providing Summer, and Expanded/Afterschool Learning Programs

**To further support these efforts, this resource provides  information on key actions that stakeholders at all levels can take to increase  academic success through proven, evidence-based strategies.**  
Addressing  Chronic Absenteeism
Key to academic success is a  student’s regular school attendance. Chronic absenteeism, which reflects a high  rate of both excused and unexcused absence across the school year, increased sharply during the COVID-19 pandemic. While these increases show up in every State,  increases are higher for students from low-income backgrounds and students of  color. According to the Council of Economic Advisers , absenteeism  can account for up to 27 percent and 45 percent of the test score declines in  math and reading, respectively.

Several evidence-based strategies  can help schools address chronic absenteeism. Research shows that schools with greater family involvement pre-pandemic (as measured by  survey results) are associated with better student attendance post-pandemic. The  adoption of early warning intervention systems and effective use of data can help  identify and address root causes of student absenteeism. Low-cost informational  interventions, like sending supportive letters and texts to parents, can also help reduce absenteeism.

*Quality Components*

Research supports the following strategies to address  chronic absenteeism: 
- Developing and implementing a communication  plan  that reinforces the importance of routine, in-person attendance  at school every day, and  increases the frequency and quality of interactions between schools and  families. This can include sending parents information about their children’s  attendance patterns through texts, letters, and calls, approaches that have  been proven to affordably and substantially reduce absenteeism.  
- Strengthening  relationships with families, including through home visiting.  An  evaluation  of home visiting indicated that  students whose families received at least one visit from a teacher were 21  percent less likely to be chronically absent. Schools can provide dedicated  staff, including paid parent liaisons, to support and strengthen  relationships.  
- Using  a multi-tiered system of support and intervention, including an early warning  intervention system  to identify  students for increased support based on attendance, grades, behavior, and  assignment completion. A comprehensive system of support and intervention can help  ensure students do not slip through the cracks, and this system can facilitate  targeted efforts to improve engagement and reduce absenteeism. 
- Creating  a positive school climate.  Students who feel welcome, supported, and engaged at school are  more likely  to have better attendance. An  essential part of the long-term solution to increasing attendance is sustaining  a positive learning environment for all students. 
- Adopting  **Continuity of Instruction Plans**  to keep students on track when  absent (e.g., due to unforeseen school closures or health). For example,  Miami Dade Public Schools  created a plan for regular  outreach and wellness checks for students during distance learning,  continuation of school-based health services, and a family engagement plan. 

States, schools and districts  should continually assess student attendance and performance to evaluate and  improve on program quality. 

Many States and  districts are already implementing these strategies. For example, the School  District of Philadelphia’s parent  mailing program reduced absenteeism by about 10 percent. The District of  Columbia Public Schools report positive results from a mailing and texting program. And  a study of Connecticut's  home visiting program found  that nine months after the first visit, attendance rates for visited students  increased by nearly 15 percentage points compared to their pre-intervention  rates. 

*Resources to Support Increasing Student Attendance and  Engagement*
- The U.S. Department of Education’s (Department’s)  Student Engagement and Attendance Center  provides direct supports to States and school districts in  addressing chronic absenteeism, including access to resources on multi-tiered  systems of support, home visiting, and understanding root causes and strategies  to address absenteeism. 
- The*Strategies to Address Chronic Absenteeism*  resource  from the Department’s Institute of Education Sciences (IES) provides States and  districts with a menu of evidence-based practices to increase student  attendance, including early warning systems, mentoring, and text-based “nudges”  to families. More specifically, IES’s  *How to Text  Message Parents to Reduce Chronic Absence Using an Evidence-Based Approach*  provides tools for districts implementing text messaging  to reduce chronic absenteeism.
- The  *Equity Discussion Guide*  provides tools for States and districts to examine their attendance  policies and practices and better ensure support for historically underserved  students.

*Policymaker and Educator Actions*
- *If  you are a governor or chief State school officer,* launch statewide communications  campaigns about the importance of regular school attendance; set goals and  identify incentives for increasing school attendance rates; encourage your  districts and schools to invest remaining available ARP funds in evidence-based  programs that encourage regular school attendance; and launch home visiting  programs and other evidence-based programs for students and families.
- *If  you are a superintendent* ,  develop and implement a  communications plan that reinforces the importance of attendance and increases  family touch points through use of technology (e.g., texts, calls) dedicating  staff to support data and root cause analysis of low attendance, and conducting  home visits.  

***Selection of U.S.  Department of Education Funds that May Be Used for Addressing Chronic  Absenteeism***

***Formula Funding:***
- Elementary and Secondary Education Act (ESEA) Title I, Part A  funds, including school  improvement funds, may be used on evidence-based strategies to increase  attendance and instructional time. For example, a school that operates a Title  I targeted assistance program may use Title I funds to implement strategies to  increase attendance and instructional time for students who are failing or most  at risk of failing. 
- ESEA Title  II, Part A  funds may be used by districts  and schools to implement evidence-based professional development programming  focused on increased student engagement and training on the data and early  warning intervention systems. 
- ESEA Title  IV, Part A  funds may be used to improve school conditions and create positive and healthy learning  environments that support consistent student attendance.  
- ESEA  Title IV, Part B (Nita B. Lowey 21st Century Community Learning Centers)  funds may be used to provide out-of-school time opportunities (such as enrichment programs  before school, after school, and during school breaks) to enhance  connections between students and their school, family, and program partners which  can increase attendance.  
- ESEA Title  IV, Part E  funds  may be used to strengthen family engagement practices, which can help foster  daily student attendance.   
- Stronger  Connections Grant  program,  authorized under the Bipartisan Safer Communities Act, may be used to drive  funding to high-needs districts to create safe, welcoming school environments  and fight against chronic absenteeism.

***Competitive  Grants*****:**
- Full-Service  Community Schools  provide wrap around supports including before and afterschool, behavioral  health, on school grounds to support families. These funds may be used to  address chronic absenteeism and support student engagement. 
- Promise  Neighborhoods  provides comprehensive cradle-to-career supports to students in low-income  neighborhoods. 
Providing High-Dosage Tutoring 
High-dosage  tutoring programs can accelerate student learning and,  when aligned with students’ instructional program, complement other  school-based activities to support student success (such as building educator  capacity through the use of math and literacy coaches, which research shows can improve student  achievement).

*Quality  Components*

Research supports the  following practices, which are associated with improved student outcomes:
- Use  well-trained tutors,  which  may include teachers, paraprofessionals, teaching candidates, retired teachers,  AmeriCorps members, volunteers, and others. When  possible, tutors should consistently support the same students.  
- Provide  tutoring in small groups.  1:1  is best, but groups of 2-4, for example, can also drive improvements.  
- Provide  at least three sessions per week of at least 30 minutes per session. 
- Wherever  possible, conduct tutoring during the school day , so that the students are better  able to consistently attend. Tutoring  programs that take place during the school day have the largest effects. 
- Align  with an evidence-based, structured curriculum  that emphasizes strong core  instruction. Take specific actions to support student learning, including using  quizzing, asking deep explanatory questions, spacing learning over time,  connecting and integrating abstract and concrete representations of concepts,  and combining graphical representations — like figures and graphs — with verbal  descriptions. 

States, schools and districts should also continually  assess student attendance and performance to evaluate and improve on program  quality. 

Many States and districts are implementing and  scaling up tutoring programs aligned with research-based components. In Tennessee, 50,000  elementary and middle school students were assigned high-dosage tutoring during  the 2021-22 school year. Illinois incorporated the hiring, training, and  overseeing of tutors into their public university educator preparation programs,  expanding access to high-impact tutoring for students most in need, creating a  sustainable pipeline of tutors for K-12 students, and improving  college/district partnerships as well as practicum experiences for teacher  candidates. Baltimore  City’s high-impact tutoring  program integrates tutoring within their existing multi-tier system of supports  (MTSS) framework, easing operational and funding challenges. Maryland has also launched a statewide  strategy to provide high-dosage tutoring to more than 60,000 students. 

*Resources to support high-dosage tutoring*
- The****National  Partnership for Student Success  (NPSS)  is a collaboration between the Department,  AmeriCorps, and the Johns Hopkins University Everyone Graduates Center. NPSS  can help States, school districts, and community-based organizations improve,  expand, and scale high quality programs. NPSS can also help States and communities  recruit qualified tutors, mentors, student success coaches, integrated student  support coordinators, and postsecondary education transition coaches to help  staff these initiatives. 
- The  *Establishing  and Implementing Tutoring Programs Package*  from the National Comprehensive  Center provides steps States and districts can take that can be applied immediately  to classroom practice to stand up high-quality tutoring programs. It also  provides best practices for planning the expansion of tutoring programs to the  State or district level. 
- *Strategies  for Using American Rescue Plan Funding to Address the Impact of Lost  Instructional Time*  provides guidance to districts in effectively  using funds, including remaining ARP funds, to accelerate  learning. Strategies include: (1) providing students with tailored learning  supports; (2) implementing evidence-based tutoring practices; and (3) using  diagnostic and formative assessment to inform and personalize  instruction.    
- Secretary Cardona has  called  on colleges and universities to partner with districts to increase the number  of college students serving as tutors and in other high-impact roles supporting  students. This includes through using  federal  work-study  funds to pay tutors, providing  sustainable source of funding for these programs. The Secretary’s letter also  identifies additional Department resources that districts can use to support  these efforts.  
- Schools can utilize AmeriCorps funding to place members as tutors across grade and  subject areas and to advance a variety of high-dosage tutoring models. An  AmeriCorps partnership can not only provide schools with access to well-trained  tutors to deliver evidence-based support to students but can also support  school districts and institutions of higher education to build pathways to  careers in education for those serving. Department grantees and subgrantees may  use  Department program funds as matching for AmeriCorps programs . 

*Policymaker  and Educator Actions*
- *If  you are a governor or*  *a chief State school officer,*  launch a statewide effort to  increase high-dosage tutoring (using remaining ARP funds, if available) in  communities and schools that need it the most. Evaluate State achievement and  other data to expand existing programming. Commit to providing a targeted  number of tutors delivering evidence-based tutoring to a set number of  students. You can also commit to establishing and/or expanding partnerships  with colleges, universities, and school districts to recruit and train tutors  and other support staff. To support  these efforts, consider  partnering with colleges and universities or AmeriCorps members to increase the  supply of tutors in your area. State support is  crucial in helping schools provide effective high-dosage tutoring programs.  States can support schools implementing tutoring by providing technical  assistance, funding, lists of vetted tutoring providers, and convening  stakeholders that can work together to scale and improve these efforts. 
- *If  you are a superintendent* ,  launch a robust  districtwide effort to increase high-dosage tutoring and  integrate  high-dosage tutoring into your district’s MTSS or response to intervention  frameworks , which may already be scheduled into  the school day. 
- *If  you are a college or university president* ,  support local districts by helping more postsecondary  education students to serve as tutors and mentors in K-12 schools as part of a  work-study or other program. Partner with districts to place teacher candidates  in schools as tutors, providing literacy and math coaching or data analysis  through faculty or graduate students, as appropriate.  Join  the NPSS Higher Education  Coalition.

***Selection of U.S.  Department of Education Funds that May Be Used for Implementing High-Dosage  Tutoring***

***Formula Funding:***
- ESEATitle I, Part A funds,  including  school improvement funds under section 1003, may support high-dosage tutoring  programming in schools receiving Title I funds. 
- ESEA  Title II, Part A  funds may be used to train educators on  delivering instruction via high-dosage tutoring.  
- ESEA  Title III  funds may be used for  high-dosage tutoring for English learners to help them attain English  proficiency and develop high levels of academic achievement in English.   
- **ESEA Title IV, Part A**  Student       Support and Academic Enrichment Grant funds may be used to support       tutoring to expand student access to well-rounded educational       opportunities.
- **ESEA Title IV, Part B (Nita B. Lowey 21st Century       Community Learning Centers)**  funds may be used to support tutoring during  non-school       hours, particularly for students who attend schools with high       concentrations of students from low-income backgrounds and students in       schools that are identified by the State for support and improvement.
- Individuals  with Disabilities Education Act (IDEA)  funds may be used to provide  special education and related services, as well as supplementary aids and  services, such as high-dosage tutoring if appropriate and included in the IEP  to a child with a disability in accordance with the child’s IEP. 

***Competitive  Grants*****:**
- Innovative Approaches to Literacy (IAL):  The Department’s IAL  grant program provides funding for districts that serve high concentrations of  students from low-income families to improve literacy skills for children and  students from birth through 12th grade, which may include high-dosage  tutoring.   
- Education,  Innovation, & Research (EIR):  The  EIR program provides funding to create, develop, implement, replicate, or scale  innovations to improve student achievement. Districts can apply for funding to  continue the innovative programs they created with ESSER funding, including  high-dosage tutoring. 
- Full-Service Community       Schools:  Full-Service Community Schools grant funds may       be used to hire for tutoring roles and support high-dosage tutoring       programming.  
- Promise Neighborhoods:  Promise Neighborhood       grant funds may be used to hire staff for high-dosage tutoring. 
Providing  Summer and Expanded/Afterschool Learning Programs
Consistent  attendance in summer  programs with academic instruction can increase student outcomes in math  and reading. High-quality afterschool programs can likewise have demonstrated positive effects  on student math and reading achievement, and support students’ sense of  belonging. The use of data on student participation and program quality can  help these programs succeed, and their success supports teachers in providing  instruction more effectively during the school day. 

*Quality Components*

The following  practices can strengthen summer and expanded/afterschool learning programs: 
- Align with school day (and grade  level) academic content  and standards;
- Maximize student attendance and  participation  by  being adaptive to individual and small-group needs and by  including an enrichment component  to support student interest and  engagement;
- Use  trained educators  and staff, and provide ongoing development and support; 
- Provide  free transportation and meals ;  and 
- Design  instruction to accelerate learning  (e.g.,  through inquiry- and project-based forms of instruction) to increase student  engagement. 

States,  schools and districts should continually assess student attendance and  performance to evaluate and improve on program quality.

ARP has helped fuel record expansion of these programs. For example, the Autauga County Schools  in Alabama, in partnership with a local YMCA, leveraged $2.5 million in ARP funds  for afterschool and summer program and saw more than two-thirds of the students  enrolled in the summer 2023 reading camps increase their literacy levels and/or  avoid summer learning loss. The Hillsboro School District and Hillsboro  City Government in Oregon leveraged $4.8 million in ARP funds to increase  afterschool programs slots from 320 to more than 1,000 for students in grades  K-6. The South  Carolina Department of Education, in collaboration with the South Carolina  Afterschool Alliance, made a $1.5 million investment of ARP funds to Wings for  Kids, creating five afterschool and summer programs for 500 students in Title I  elementary schools. 

*Resources to Support High-quality Summer, and Expanded/Afterschool  Learning Programs*
- The  Engage Every Student Initiative  is a partnership between the Department, the National  Summer Learning Association, Afterschool Alliance, National League of Cities, the  School Superintendents Association (AASA), and the Department’s National  Comprehensive Center to help communities utilize ARP funds alongside other State  and local resources to ensure that every child who wants a spot in a  high-quality, out-of-school time program has one. State  and districts leaders and community-based organizations can also refer to these  tip  sheets  to support high quality programming. Leaders can  contact  the  Initiative  for support and explore technical assistance to support expansion  and program sustainability on  the Initiative’s website .
- States can join  the  Strategic Use of Summer and  Afterschool Set Asides Community of Practice,  comprised of cross-agency State teams that are committed to  demonstrating the lasting benefits of summer and afterschool funding for youth,  families, and out-of-school time systems. 
- The  *Making  Summer a Successful and Sustainable Strategy for Student Growth* resource from the National Comprehensive Center provides best  practices for implementing summer programming and offers examples of how a  district implemented and is sustaining a successful summer program.
- The  *Guide  to Accelerated Learning*  offers descriptions, resources, and examples  of State educational agencies implementing accelerated learning in their out-of-school  time programs. 

*Policymaker  and Educator Actions*
- *If  you are a governor or a chief State school officer* ,  commit to allocating funds or launching new  initiatives across your State that are focused on creating or expanding  afterschool or summer offerings in 2024, prioritizing underserved districts.  Publicly set a goal for and report on the number of evidence-based summer  learning and enrichment programs provided, and for how many students. Encourage  your districts and schools to invest remaining ARP funds in expanded learning  time programming and commit to investments to help sustain these efforts. 
- *If  you are a superintendent,*  expand summer programming in 2024, and offer after-school programming through  your schools, or community-based partners, to more students in the current  school year and the next. You can also  make a pledge  to support expansion of out of  school time in your community, including reaching out to the Engage Every  Student initiative for technical assistance and to secure sufficient staffing. 

***Selection of U.S.  Department of Education Funds that May Be Used for Summer and Expanded/Afterschool  Learning Time***

***Formula Funding:***
- ESEA Title  I, Part A  funds may be used to  continue expanded learning time programming in schools receiving Title I funds.  For example, a school that operates a Title I targeted assistance program may  use Title I funds to provide extended learning time for students who are  failing or most at risk of failing. 
- ESEA Title  II, Part A  funds may be used to  implement evidence-based professional development programming focused on effectively  using expanded learning time to support student acceleration.  
- ESEA  Title III  funds may be used for  extended learning time that is specifically designed to help English learners  attain English proficiency and develop high levels of academic achievement in  English. 
- ESEA Title  IV, Part A  funds may be used to  provide student access to a well-rounded education, including during after  school and summer learning programs. 
- ESEA  Title IV, Part B (Nita B. Lowey 21st Century Community Learning Centers)  support the creation of community learning  centers that provide academic enrichment opportunities during non-school hours  for children, particularly students who attend high-poverty and low-performing  schools. 
- IDEA  funds may be used to provide special education and related  services, as well as supplementary aids and services, such as enrichment during  expanded or summer learning if appropriate and included in the IEP to a child  with a disability in accordance with the child’s IEP.  

***Competitive  Grants*****:**
- Full  Service Community Schools  funds may be used to support summer and expanded/afterschool learning programs. 
- Promise  Neighborhoods  provides comprehensive cradle-to-careers supports, including through expanded  learning time programming, to students in low-income neighborhoods.

*Leaders  at all levels can access technical assistance in taking these actions through  the National Partnership for Student Success,**here**.*

*Disclaimer: Outside resources included and  cited on this webpage, such as links, articles, and other information, provide  insights on education practices from the perspective of schools, parents,  students, grantees, community members and other education stakeholders to  promote the continuing discussion of educational improvement efforts, innovation,  and supports. The Department has not independently verified the information  contained in these outside resources, which are provided for the reader’s  convenience. The inclusion of outside resources is not intended to reflect  their importance, nor is it intended to be an endorsement by the Department or  the Federal government of any views expressed, products or services offered, or  curriculum or pedagogy.*
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