Addressing the Math Achievement Gap in Schools

More Than Algorithms: How Hybrid Tutoring Is Rewiring Learning Equity Improving Student Learning with Hybrid Human-AI Tutoring is a three-site, quasi-experimental study led by Carnegie Mellon University, exploring the effectiveness of a hybrid tutoring model that combines AI-driven adaptive math software with human tutoring. Conducted in 3 urban, low-income U.S. middle schools, the intervention was designed to enhance learning for students historically underserved in math. The study evaluates outcomes among over 500 students—Black & Latinx—revealing that hybrid tutoring significantly increases student engagement and learning progress, particularly for students below grade level. At a fraction of the cost of traditional high-dosage tutoring, this model offers a scalable, equity-oriented solution to pandemic-era learning gaps [The cost of the hybrid human-AI tutoring intervention was reported as: Average cost per student: ~$700 USD/year] 5 Key Takeaways: 1. Hybrid Human-AI Tutoring Boosts Engagement and Progress: Students in the hybrid model showed statistically significant increases in time spent on task, lessons completed, and proficiency gains compared to students using math software alone. 2. Equity Gains: Hybrid Tutoring Reaches Students Who Need It Most: Students below grade level benefitted more from hybrid human-AI tutoring than their on-grade peers. AI-informed tutors were more likely to engage struggling students, even those who did not actively seek help. This suggests the model helps overcome systemic help-seeking disparities and redirects support toward the most underserved learners, advancing equity. 3. Teacher Support Helps Learning—But May Reinforce Inequities Without Guidance: While the presence of math teachers during EdTech sessions led to improved outcomes overall, these gains more benefited higher-achieving students. Teachers, without AI guidance, tended to respond more to students who actively asked for help. Hybrid tutoring systems equipped with dashboards can correct this imbalance by proactively identifying and prioritizing students in greater need. 4. Lower Tutor-to-Student Ratios Improve Impact: At one study site, reducing the tutor-to-student ratio from 1:8 to 1:4 significantly increased the number of learning modules completed per hour. This highlights how maintaining manageable group sizes is essential for maximizing personalized learning is key. 5. Quasi-Experimental Methods Offer Rapid, Useful Evidence—But Broader Validation is Needed: The study demonstrates how rapid-cycle quasi-experiments can provide timely and actionable insights into what works and for whom. Thomas, D. R., Lin, J., Gatz, E., Gurung, A., Gupta, S., Norberg, K., ... & Koedinger, K. R. (2024, March). Improving student learning with hybrid human-AI tutoring: A three-study quasi-experimental investigation. In Proceedings of the 14th Learning Analytics and Knowledge Conference (pp. 404-415). https://lnkd.in/eHyKtW7p

There’s a lot of attention right now on preparing students for the workforce. Yet before we rush into new programs or major changes, it’s worth slowing down to look more closely at what’s already happening in classrooms and what’s not.   Preparing students for the workforce doesn’t start in high school; it starts in elementary school. While teaching a Cambridge Critical Thinking Skills course to Broward County Public Schools high school juniors and seniors, I noticed something unexpected: What stood out most was that students never even got the chance to engage in abstract reasoning, because foundational math gaps blocked them from accessing the problems in the first place. The high-level problems shared in this class were built on elementary math skills: division, multiplication, decimals, unit conversions, percentages, and time and cost-based reasoning, all concepts typically taught by 4th or 5th grade. This wasn’t a high school math issue. It was an elementary mastery gap playing out years later. That insight aligns exactly with what the Florida Chamber of Commerce Foundation elevated in its Math Matters report: “Foundational gaps begin early and go unaddressed.” It’s a pattern I saw firsthand. Each example shared below illustrates this directly: every one of them relies on elementary-level math skills like division, multiplication, decimals, unit conversions, percentages, and time and cost based reasoning. But without mastery, those early lessons don’t carry forward, and students struggle to access even basic real-world applications years later. If we want to strengthen the talent pipeline, we don’t need to reinvent everything. We need to focus on what works, but hasn’t been given enough space to succeed: ✔️Invest in early instruction that builds toward demonstration of mastery ✔️Give teachers dedicated time to plan with peers, using protocols like student work review, guide, and improve lesson design ✔️View foundational math as workforce infrastructure, not just academic content   Recommend reviewing the Florida Chamber Foundation’s Math Matters and Aligning Math Education to Workforce Needs briefs, which together highlight why foundational math is critical to both student success and Florida’s economic competitiveness. https://lnkd.in/eDyFzuSB https://lnkd.in/ehGBRJc5

What if a simple phone call could revolutionize education for thousands of students? In Latin America and the Caribbean, the COVID-19 crisis led to the world's longest school closures: 237 days of closure 165 million students were affected. This not only widened existing educational gaps but also increased school dropout rates, especially among low-income students struggling with digital access. The key challenge became: Reducing the educational gap Keeping children in school Improving personalized learning Faced with this enormous challenge, agile, scalable, and efficient solutions were needed. The answer came through something as simple as a phone call. The IDB funded six remote tutoring pilot programs in Argentina, Mexico, El Salvador, and Guatemala. Here's how it worked: Focus: Transition between primary and secondary education, a critical point where many students leave the system Target: Most vulnerable areas with poor connectivity Method: Weekly math tutoring for eight weeks via phone calls and SMS Results: Over 3,000 students benefited. More than 300 tutors were involved. Students accelerated their learning by up to 50%. Provided socio-emotional support, motivating improved performance and continued studies. The initiative plans to: In Paraguay and mathematics: - Goal to reach 10,000 students - Targeting over 200 public schools - Covering 15 departments and Asunción  Expand to other countries in the region (Uruguay, Paraguay, Dominican Republic, Brazil) Incorporate more subjects. This innovative approach shows that sometimes, the most effective solutions can be surprisingly simple. By leveraging widely available technology like phone calls and SMS, we can bridge educational gaps and provide crucial support to students in need. We firmly believe in the large-scale adoption of this innovative approach. #education #innovation #socialdevelopment #edtech Pablo Zoido Mercedes Mateo Diaz