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Why Average Students need more help than others.
There have been various studies and research on tutoring and its impact on different groups of students, including underachievers, overachievers, and those considered average. The findings from these studies can vary depending on the context, methodology, and population studied. Here are some general insights:
Underachievers: Students who are struggling or underachieving often receive more attention regarding tutoring and remedial help. This is because their needs are more visible, and a clear gap exists between their performance and the expected standards.
Overachievers: High-achieving students might not receive as much formal tutoring, but they might seek out enrichment opportunities, advanced courses, or specialized coaching to further excel in their areas of interest.
Average Students: The "average" students often fall into a gray area where they might not be struggling enough to warrant immediate intervention, but they also might not stand out enough to be pushed into more advanced work. However, there is a growing recognition of the importance of supporting these students. Some studies suggest that average students can benefit significantly from tutoring, as it can help them build confidence, fill in gaps in understanding, and potentially elevate their performance to a higher level.
It's important to note that the effectiveness of tutoring can depend on various factors, including the quality of the tutoring, the student's motivation and learning style, and the match between the tutor's teaching approach and the student's needs.
Overall, while there is a tendency for underachievers to receive more tutoring support, there is a growing awareness of the need to provide opportunities for all students, including those who are average, to receive additional help and enrichment to reach their full potential.
There have been studies examining the impact of tutoring on students of different academic levels, including underachievers, overachievers, and average students. One comprehensive study is "The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence" by Nickow, Oreopoulos, and Quan (2020). This study found that tutoring programs yield consistent and substantial positive impacts on learning outcomes across a wide range of student demographics and academic levels (NBER).
The study also highlights that the effectiveness of tutoring can vary depending on the characteristics of the tutoring program, such as the type of tutor (teachers, professional tutors, nonprofessional tutors, or parents), the setting, frequency and duration of tutoring sessions, and the subject matter. Teacher and professional tutoring programs were found to be more effective than nonprofessional and caregiver programs. The effects of tutoring programs tend to be strongest among students in earlier grades, and reading tutoring is relatively more impactful in early years while math tutoring showed relatively stronger impacts in the upper elementary years (Brookings).
Another important aspect is the cost-effectiveness of different tutoring models. Professional tutoring programs were only marginally less effective than teacher tutoring programs but substantially less expensive, making them a relatively cost-effective model for potential scale-up (Brookings).
Overall, the evidence suggests that tutoring can be a highly effective intervention for students across a range of academic levels, including average students, but the design and implementation of the tutoring program are critical factors in determining its success.