Our Academic Coach, Asya, tells the story of how HIT Tutoring helped a student find their academic footing at Thurgood Marshall Academy.
As a part of the High-Impact Tutoring program at Thurgood Marshall Academy PCHS in Washington, DC, I facilitate small group sessions in core subjects twice per week. Students’ progress in sessions are tracked as well as growth on classroom assignments, NWEA MAP, and CAPE assessments.
Throughout this semester, High-Impact Tutors have intentionally formed relationships with students to be more effective educators. This has given me the chance to also understand how students see themselves in the future. Additionally, I’ve learned how students view their time in high school is impacting them. One conversation with a 10th grade English student, T.H., perfectly highlights the long-term positive effects of a program like High-Impact Tutoring.
A Student Success Story
During English class, T.H. pulled me aside to let me know she’s decided she likes tutoring and will continue it. She spoke in depth about the tutoring center she saw on a recent college tour of Bowie State. Additionally, she has plans to attend weekly sessions at the top of the semester to form the habit and supplement whenever she needs more support.
T.H. has also started to notice the other tutors in the building! She noted how a tutor was available to her in math class and will ask her for help next week. Her eyes have truly been opened to how many people want to help her succeed and how many resources there are for learners—in high school and beyond. Her determination to advocate for herself wasn’t always present, her teachers say. For many semesters, she has struggled silently and even resisted help at times.
The Impact of HIT Tutoring:
I believe T.H. being a part of the High-Impact Tutoring program is directly linked to this growth. Because the caseload from OSSE isn’t based on class grades, she sees tutoring as a tool, not a limiting factor. Being in a tutoring group isn’t a signal to others that she isn’t doing well with the content. Because of this, joining and participating in the group isn’t a challenge to progress.
With the groupings being so small, T.H. also realized that she loves one-on-one attention in class. Before, she said it made her feel overwhelmed. She was so focused on fixing whatever mistake she’d made, she couldn’t explain her thinking or respond to feedback. With daily tutoring sessions, she’s been able to come out of her shell. T.H. has always understood that adults in the room are there to help her, but building the habit of accepting my help for weeks helped her feel more comfortable asking others in the future.
Conclusion
T.H. has always been competent and willing in class, but now she’s genuinely excited and empowered. She has an identity as a learner, knows her academic preferences, and will continue to ask for the help she needs long after she graduates from high school. The effects of the High-Impact Tutoring program will benefit her, and others, for many years to come.