After a year of my working with my Basic Literacy student, the program did an official evaluation of her progress. The main gain was in reading, on which I had focused pretty relentlessly. She’d gone up three reading levels; given the wide tranches of the evaluation system, this means that she started at about a third-grade reading level and ended up at a high school level. Other gains were less obvious, and there were a few goals we’d never gotten to, but on two hours a week for a year, I think she did well.
I mention this not to apply for a medal, but because it validates something I have believed since I started tutoring back in 2010: one-on-one tutoring is by far the most effective means of moving students ahead. It is one of those things where the apparent high cost of extending individual services is mitigated by the high cost of traditional remediation and the increasing penalties imposed by governing and certifying agencies for student failure and non-completion of degree. Tutoring puts a human face on a college or organization, and gives the student the idea that someone cares about him or her. There is no better way of giving a student confidence.
I am not a great motivator; I cannot make someone who doesn’t want to be there suddenly care. But give me someone who knows that they’re in trouble, and that reading and writing are barriers to what they hope to achieve, and I am good to go.
I am under no illusions about administrators’ search for a zero-ongoing-costs solution. There will eventually be robots in the tutor role, and that’s all students are going to get, because it’s easier for a bureaucrat to have a one-time-expense of $150,000 for a robot than to keep paying a few people what’s now $15 an hour year after year. But I’ll keep doing this as long as I can.