It's a MATCH - It's a MATCH_

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					it’s a match!!!



                                Megadoses of One-on-One Tutoring
                                   for Urban High School Students
            Presentation at the Title I Conference, Feb 1, 2008, Nashville TN
                                                                ___________
About MATCH
Alan Safran, Executive Director
Mission:
 Prepare inner-city Boston students to succeed in college and
  beyond- including students who have not been led to expect a
  university education.
 Reverse underachievement through innovation and “no
  shortcuts” ethic.
 Embrace discipline, courage and perseverance as core values.
Background
 Opened in September 2000
 Serves 220 students in grades 9 through 12
 Lottery admission
 Tuition-free, state-chartered public school
 2/3 of operating support is from state
 1/3 of operating support is raised privately
  63% African American and Caribbean American, 30% Latino, ,
  4% White, 3% Asian
 71% live in in poverty (statistically); many in single-parent or
  non-parent households.
 Majority have failed 8th grade math and/or English state exams
Results/Recognition:
 99% of our graduates from our first four classes - 2004, 2005, 2006 and 2007 - have
  been accepted into four-year colleges. Together they received approximately $4 million
  in four-year scholarships and need-based grants. Their selections include Boston
  College, Brown, Dartmouth, Duke, Georgetown, Smith, and Spelman College

 For the second consecutive year, every MATCH student passed the 10th grade MCAS
  tests in English and Mathematics. In terms of the percentage of students scoring
  proficient or advanced on the math MCAS, MATCH is ranked #1 of all 341 high
  schools in Massachusetts.

 In 2006-07, MATCH received two national honors: in December 2006, we were
  included in a report published by the U.S. Department of Education, featuring eight
  successful charter high schools, out of 400 closely reviewed; in May 2007, we were
  selected, along with 2 other Boston charters, by the Center for Education Reform as
  one of 53 National Charter Schools of the Year.
2 Types of Tutoring at MATCH
    A. Tutoring during the school day
    B. Weekend Tutoring
A. Tutoring during the school day
                        Lisa Hwang
            MATCH Corps Director and
                  Assistant Principal
What Is MATCH Corps?
 45+ Top Recent College Grads (with majors from
  math to history to biology – no education majors)
  work full-time (50+ hours per week) for one year.
 Most of the time is tutoring students – 9th and 10th
  graders in mathematics and English; 11th and 12th
  graders in Advanced Placement and college
  courses. Corps members also serve as assistants
  to teachers and staff.
 In return, Corps receive extensive training, a
  monthly stipend of $600 to $850 per month, and free
  housing in the dormitory on the top floor of our
  school.
 Even before the program’s inception in
  September 2004, MATCH Corps became a case
  study in strategic management at Harvard’s
  Kennedy School of Government.
 Basic questions:
  Can they attract 45 elite college grads for $600 per
   month? A: Yes, if the program is well-run, far
   exceeding other service year programs.
  Are school leaders insane to have tutors living on
   the top floor of a public school? A: No. No
   problems to date, so far as we know…
  Can the school redo its entire schedule to optimize
   Corps impact? A: Yes. Tutoring is not after-school,
   but woven throughout the school day, like classes.
MATCH Corps Goals
 Raise State Graduation Test (MCAS)
  Proficiency
 Raise # of students taking AP Exams
 Raise AP Exam Scores and “BU GPA” (all
  MATCH seniors take classes at Boston
  University)
 Reduce Flunk Rate and Transfer Rate
 Achieve High Satisfaction Among Stakeholders:
  Parents, Students, Corps, Teachers
Broader “Education Pipeline”
Goal of Getting More Talented
Young People Involved in
Urban Education
 Pathway 1: Attract Elite Recent College Grads To
  Consider Teaching and Education Policy Careers, But
  With A Different Induction…Full-time Tutoring, Not
  Teaching.
 Pathway 2: Attract Future Med and Law School Students
  to Work Productively In A High-Poverty High School –
  and, Down The Road, Become Citizen Advocates for
  Education Reform (e.g., Charter School Trustees;
  Politicians; Civil Rights Advocates).
Selectivity: MATCH Corps Tied for #1 in
nation with Harvard and Stanford for
GRE/SAT Scores among 884 Graduate
Schools of Education Nationwide


      98

      96

      94

      92

      90

      88

      86

      84
               orps              E                 E       mbia        ss
        CH C           arvar
                            d GS             rd GS     Colu       U-Ma
     MAT              H              S tanfo
MCAS 2007:
Math Proficiency Vs. State
  100



  90



  80



  70



  60

                                                  Hispanic Statewide
  50                                              African-American Statewide
                                                  All Statewide
                                                  MATCH
  40



  30



  20



  10



   0
        2002   2003   2004   2005   2006   2007
MCAS 2007:
English Proficiency Vs. State
  100



  90



  80



  70



  60

                                                  Hispanic Statewide
  50                                              African-American Statewide
                                                  All Statewide
                                                  MATCH
  40



  30



  20



  10



   0
        2002   2003   2004   2005   2006   2007
# of AP Exams Taken

Pre-Match Corps: Approximately 6 Exams
 Taken
2004-2005 (Inaugural Year of Match
 Corps): 49 Exams Taken
2005-2006: 56 Exams Taken
2006-2007: 84
Projection for 2007-2008: 90+ Exams
 Taken
Passing Rate on AP Tests
Improves from 14% to 29%



30%
25%
20%
15%
10%
5%                         AP Score of 3, 4, or 5
0%
      2005   2006   2007
WHAT DO MATCH CORPS MEMBERS DO AFTER
      THEIR ONE YEAR OF SERVICE?

                         MATCH CORPS I-III

                                          MATCH STAFF AND
           OTHER FIELDS, 15%
                                          CORPS STAFF, 20%
  PUBLIC POLICY/ NON-
    PROFIT/ SCHOOL
    ADMINISTRATION/
  SERVICE PROGRAMS,
          11%

                                                 MED/LAW SCHOOL,
                                                       17%
      GRAD SCHOOL IN
     OTHER FIELDS, 16%


                                TEACHING OR ED
                                 SCHOOL, 22%
Special Note:

Ongoing feedback and evaluation
 A: Zoomerang
  B: Coaching Groups
Community Goals
(1/2 of the Corps Are Underwritten By AmeriCorps)

MATCH Corps tutors work 10 hours a
 week in regular Boston district public
 schools by providing curricular and tutorial
 support for students, at no cost.
Strengthen local communities with over
 4,000 hours of service: various projects,
 from schoolyard clean-ups to poetry
 slams to benefit non-profits, and mobilize
 a few hundred volunteers in the process.
B. Weekend Tutoring
                Christie Paul
Director of Weekend Tutoring
Weekend Tutoring Structure
Each sophomore at MATCH receives 4
 hours of one-on-one tutoring in math and
 English.
While students are required to participate
 in tutoring they are allowed to choose from
 Friday, Saturday or Sunday tutoring.
25 scheduled weeks of weekend tutoring =
 100 hours of extra one-on-one help in
 math and English!!!
Staffing
Who are the weekend tutors?:
 Work-study students: negotiate slightly higher per hour rate for weekend tutors in
  comparison to on-campus job opportunities while still paying only a fraction of salary.
        Schools must set aside work-study funding for community service based
          programs – take advantage!
                for fiscal year 2000 and succeeding fiscal years, an institution shall
                use at least 7 percent of the total amount of funds granted to such
                institution under this section for such fiscal year to compensate
                students employed in community service, and shall ensure that not
                less than 1 tutoring or family literacy project…1

 Volunteers: Volunteers can coexist with paid tutors! You can use paid tutors to
  provide a steady core, especially if they are work-study. Also, volunteers who simply
  want to help are often willing to sign up anyway

1 Higher   Education Act – Part C. Sec. 443.
Effective 1:1 Tutoring:




        Top 10 Tips
Top 10 Tips For Effective 1:1 Tutoring
1.    Pair the same student with “HIS/HER” tutor every time
2.    Maintain parent buy-in
3.    Go where the tutors go
4.    Design and communicate clear rules
5.    Structure, structure, structure!
6.    Create two-way evaluations
7.    Design and communicate clear goals
8.    Aim for long sessions, not short ones
9.    Compensate your tutors
10.   Volunteers are good tutors, too
Top 10 Tips For Effective 1:1 Tutoring
1.   SAME STUDENT EACH TIME WITH
     “HIS/HER” TUTOR
     Tutoring the same kid with the same tutor for the
     whole year is a HUGE gain. It's logistically tempting
     to "Spread around" the tutoring...so that each kid gets
     a little bit...but on a Return On Investment basis, the
     quality of an hour with a kid that you know is far
     higher than the quality of an hour with a kid that you
     simply get assigned to....
Top 10 Tips For Effective 1:1 Tutoring
2. PARENT BUY-IN
   With a regular tutor-student pairing, you can move to
   parent buy-in. Phone calls and parent contracts are a
   must BEFORE the tutoring starts. Parents LIKE
   individual help for their kids. They understand that
   there need to be rules. Every 3-minute phone call by a
   supervisor or the tutor to the parent (to say the session
   went well or not) is a huge investment in the quality of
   the next multi-hour session.
Top 10 Tips For Effective 1:1 Tutoring
3. GO WHERE THE TUTORS ARE
   Work-study college students weren't consistently
   available during the week. So to stick with the
   commitment of same student: same tutor, we
   went to weekends. That requires a commitment
   from the school.
Top 10 Tips For Effective 1:1 Tutoring
4. CLEAR RULES
   The rules and consequences need to be simple and clear. 5 questions every program
   must answer: What happens with a kid who no-shows, who is late, who won't do the
   work when asked by the tutor, who wanders the hall, who misbehaves. [And what
   happens with a tutor who no-shows or is late]. Many tutoring programs try simply to
   manage kids by coaxing (come on, let's get to work here). Tutors quit quickly if you
   don't enforce the rules.

   Ideally, some staffer with high relationship capital with the kids (dean, favorite teacher,
   principal) reviews the basic rules with all of the kids, out loud, in front of all of the
   tutors. "Here is what we've told your tutors. If they don't enforce these rules, we will
   fire them. They are here to help you so please don't put them in a tough position."

   Don't expect the tutors to be great rule-enforcers. Many don't want to do the "dirty
   work" - they're afraid that if they hold the kid accountable, the kid won't like them. So
   have a redundant system - tell the tutor to enforce the rules, train them to do it, but
   assume some won't and the supervisor needs to ANTICIPATE this and allocate the
   necessary time.
Top 10 Tips For Effective 1:1 Tutoring

5. STRUCTURE, STRUCTURE, STRUCTURE
   We created a “default” model use of the tutoring
   time.
Top 10 Tips For Effective 1:1 Tutoring
6. TWO-WAY EVALUATIONS
   Use 2-way daily evaluations by the tutor AND
   by the kid as a management tool. Identify the
   20% of troubled sessions. That keeps student
   attendance high and tutor attrition low. And
   grade tutoring like you grade a class…with same
   consequences.
Top 10 Tips For Effective 1:1 Tutoring
7. CLEAR GOALS
   There is homework/studying tutoring (helping a kid
   with their classes, which moves at a prescribed pace)
   and basic skills tutoring (which moves at the kid's pace
   -- like learning to add fractions). Differentiate. Each
   creates different challenges
   Test goals are the best - whether it's a science test next
   week or a standardized test in 5 months. That way, the
   tutor feels a clear sense of mission, and the ability to
   answer the kid's question "Why am I here?" The more
   fuzzy the goals (to get "better" at reading), the less
   effective the tutor.
Top 10 Tips For Effective 1:1 Tutoring
8. GO FOR LONG SESSIONS, NOT SHORT
   Longer sessions. 4-hours is the right time. First, whether your
   session is two hours or four hours, you will probably lose 30
   minutes. Assume 5-10 minutes to get started of chatting; 15
   minute break in the middle; a couple of other pauses. Therefore
   it's better to spread the lost 30 minutes over 4 hours than 2.
   Second, longer sessions HELP kids really get focused. Shorter
   sessions find that many kids try to "stall out" the session, wander
   the halls, etc. With 4 hours, there's nothing to do but just get to
   work.
   Third, think of the labor force's travel time. If they travel 30
   minutes door to door, that's an hour wasted round trip each
   session. Think of how much more satisfying it is to do 4 hours
   than 1 hour.
Top 10 Tips For Effective 1:1 Tutoring

9.COMPENSATE YOUR TUTORS
  That can be cash, it can be "Aggressive appreciation"
  (handwritten thank you cards, gifts, food, Barnes and
  Noble gift cards), it can be internship credit, it can be
  school credit (for peer tutors), and/or it can be a well-
  managed, tight program where, from the tutor's point
  of view, the kid is there on time, the goals are clear, the
  session feels productive, and problems are solved
  quickly.
Top 10 Tips For Effective 1:1 Tutoring
10. VOLUNTEERS ARE GOOD TUTORS,
  TOO
  Volunteers can coexist with paid tutors! You
  can use paid tutors to provide a steady core,
  especially if they are work study and therefore
  there is a rationale of why they get paid, and
  volunteers who simply want to help are often
  willing to sign up anyway.
For more information, contact us…
 Alan Safran, Executive Director
  asafran@matchschool.org
 Lisa Hwang, MATCH Corps Director
  lisa.hwang@matchschool.org
 Christie Paul, Director of Weekend
  Tutoring
  christie.paul@matchschool.org

www.matchschool.org
MATCH Charter Public High School
1001 Commonwealth Ave.
Boston, MA 02215
617.232.0300

				
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