Tutoring works. We need more tutors.
By Michael Anderson 11/12/2010
Blame, shame, and resignation are too often the response to confronting the achievement gap in our schools.
Its causes are complex. There is no clear political consensus on its solutions. What is clear is that poverty and
language barriers create huge obstacles for educational achievement.
These are real issues in St. Paul Public Schools where 70 percent of students are eligible for free or reduced
lunch and where English is not the home language of 44 percent of all students.
But it is also clear from the evaluation of high-performing public schools in St. Paul, such as Dayton's Bluff,
Farnsworth, and Jackson Elementary, that poverty and language barriers are no excuse for failure. With the
proper resources and support, all students can succeed.
In a time of high-stakes testing and increased accountability, tutoring is a tangible way for community members
to actively share responsibility for the success of all students in St. Paul Public Schools. Evidence shows that
tutoring works to increase student proficiency in math and reading. Trained tutors are needed now to help
eliminate the achievement gap.
In Minnesota, education has been the cornerstone of our economic and social success. An investment in
education is an investment in the future of our job market, our economy, the health and vitality of our city, and
most importantly, in the well-being of our children. According to a study by the Georgetown University Center
on Education and the
Workforce, in 2018, Minnesota will lead the nation in job openings requiring post-secondary education, with 70
percent of jobs requiring a college degree. However, we are in danger of a shortage of well-educated college
graduates. We face an urgent challenge.
District-wide proficiency rates on standardized tests in Saint Paul reveal a significant achievement gap. While
more than 80 percent of European-American students are proficient in reading and 74 percent in math, fewer
than 50 percent of American-Indian, Asian-American, Latin-American, and African-American students
demonstrate proficiency in math and reading. As members of the St. Paul community, we have a shared
responsibility to face and overcome this challenge.
To increase math and reading proficiency in St. Paul, students must work hard. Parents must inspire and
support their children. Teachers must maintain high expectations and provide quality instructions. Principals
must be the educational leaders in their buildings. The superintendent must hold principals accountable for
results. The school board must set sound policy. Businesses, foundations, faith and community organizations
need to align their resources to effectively support student achievement.
For individuals, tutoring is a concrete way to support student success. Tutoring works. A recent evaluation of
more than 1,000 St. Paul students tutored through the St. Paul Public Schools Foundation's Tutoring Partnership
for Academic Excellence found that 74 percent made medium or high growth in reading and 72 percent made
medium or high growth in math.
The Foundation created the Tutoring Partnership for Academic Excellence to develop a long-term, systemic way
for the community to support effective tutoring. The partnership recruits, places, and provides training for
tutors. It also conducts a yearly evaluation of all the tutoring programs and assists in the implementation of
"best practices."
There are currently 4,500 students being tutored through 24 community-based partners such as the YWCA, the
St. Paul Council of Churches, and the Hmong American Partnership. More than 20 colleges, community
organizations and corporations such as Travelers, 3M, Ecolab, Xcel Energy, and Lawson have stepped up to
provide volunteer tutors. More than 125 young adults are providing a year of community service and tutoring
through the Math and Reading Corps funded by the Corporation for National and Community Service.
Many more tutors are needed. There are more than 8,000 students in the St. Paul Public Schools today who
would benefit from tutoring support in math and reading. Robbie Burch, a tutor with the Minnesota Reading
Corps summed up the spirit that animates the work of the Tutoring Partnership "Every chance I get I like giving
back to my community. What better way to give back than to help a child learn to read."
Michael Anderson is executive director of the Saint Paul Public Schools Foundation, which recently received the
Deubener Award for excellence and innovation from the St. Paul Area Chamber of Commerce. To become a
tutor, contact Masha Finn at tutor@sppsfoundation.org or at 651.325.4205.