
Prove that race and income are not destiny; large steps forward are possible.
Our research-backed Rationale for success
The achievement gap in education is a widely known issue that has impacted U.S. schools for years. Low-income students of color are the demographic that disproportionately faces roadblocks to succeeding academically. It is understood that, “compared to more privileged students, underrepresented students experience disparities in social capital and social support that contribute to academic achievement gaps” (Journal of Applied Developmental Psychology). “School failure penalises a child for life. It is also well-known that, the student who leaves school without completing upper secondary education or without the relevant skills has fewer life prospects” (OECD).
“Intervention has been suggested as a deterrent to this gap and many educators have implemented various models and yet, the achievement gap prevails as socio-economic disadvantaged students continue to fall further behind in developing the foundational knowledge and skills needed to achieve upper level course work” (CSU San Marcos). Case studies analyzing 2+ month intervention for socio-economic disadvantaged students revealed the education support was successful. Results indicated increases in soft skills and social-emotional skills, as well as improvements in GPA and student-instructor relationships. “The evidence shows that equity can go hand-in-hand with quality; and that reducing school failure strengthens individuals’ and societies’ capacities to respond to recession and contribute to economic growth and social wellbeing. This means that investing in high quality schooling and equal opportunities for all from the early years to at least the end of upper secondary is the most profitable educational policy. Students who have enriching school experiences will be more likely to stay in education and successfully transfer to the labour market. Those who struggle at early stages but receive adequate, timely support and guidance have higher probabilities of finishing, despite any difficulties in their family or social background” (OECD).
The conclusion in research like this is that closing the achievement gap in education for low-income students of color will not be easy, but with proper education support intervention practices, educators have an opportunity to provide equitable instruction that can better meet the needs of this student population. “Findings suggest a relatively low-cost intervention can have meaningful impacts . . . and help close achievement gaps” (Journal of Applied Developmental Psychology). Analysis has shown that there is a high potential that tutoring will help narrow the education disparity by positively creating “that sense of belonging that comes through having a through-out support and a reliable point of contact and space where students feel empowered” (Herts). This is exactly what Educate. Radiate. Elevate. does in providing high-quality tutors and mentors who are culturally responsive and trauma-informed, and who are focused on teaching students the vital underlying learning and life skills for success.
Relevant Articles
- “How Students are Recovering from the Pandemic” by The New York Times (July 2022)
- “The Pandemic Widened the Education Gap for Students of Color” by NPR (July 2022)
- “Emotionally Intelligent Education Defining Student Experiences” by Forbes (June 2022)
- “Educator Confidence Report” by HMH (2021)
- “New Research Finds 'High Dosage' Tutoring Can Reverse Learning Losses” by University of Chicago (March 2021)
- “When Covid-19 closed schools, Black, Hispanic and poor kids took biggest hit in math, reading.” by NBC News (Dec 2020)
- “Research Shows Students Falling Months Behind During Virus Disruptions” in The New York Times (June 2020)
- “Why covid-19 will ‘explode’ existing academic achievement gaps” in The Washington Post (April 2020)
- “Coronavirus Is Exposing Glaring Achievement Gap for Students” in Time (March 2020)
- "Understanding Student Identity to Promote Equitable Social, Emotional, Cognitive, and Academic Development During and Beyond the COVID-19 Pandemic" by National Center for Learning Disabilities (2020)
- “Opportunity, Responsibility, and Security: A Consensus Plan for Reducing Poverty and Restoring the American Dream” by American Enterprise Institute (2015)
Relevant Research
- “High Quality Tutoring: An Evidence Based Strategy to Tackle Learning Losses” (Sept 2021)
- “Social-Emotional Learning and Academic Growth: Insights from an Innovative Research-Practice Partnership” (July 2021)
- “Targeted Intensive Tutoring Expanded Learning Time ” (March 2021)
- “Study: Chicago Tutoring Program Delivered Huge Math Gains; Personalization May Be the Key” (March 2021)
- “Accelerating Student Learning with High-Dosage Tutoring” (Feb 2021)
- “Addressing the Math Achievement Gap of Socio-Economic Disadvantaged Students through Intervention” (Aug 2020)
- “Closing the college achievement gap: Impacts and processes of a help-seeking intervention” (March-April 2020)
- “COVID-19 and Learning Loss - Disparities Grow and Students Need Help” (Dec 2020)
- “Learning-related soft skills among online business students in higher education: Grade level and managerial role differences in self-regulation, motivation, and social skill” (June 2019)
- “The Brain Basis for Integrated Social, Emotional, and Academic Development” (2018)
- “Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions” (July 2017)
- World Economic Forum: “New Vision for Education” (2015)
- "Early Social-Emotional Functioning and Public Health” (2015)
- “Incorporating Soft Skills into the K-12 Curriculum” (March 2014)
- “A Framework for Developing Young Adult Success in the 21st Century” (Feb 2014)
- “Equity and Quality in Education: Supporting Disadvantaged Students and Schools” (2012)
- “Educating for Global Competence: Preparing Our Youth to Engage the World” (2011)
- “The Impact of Enhancing Students' Social and Emotional Learning” (Feb 2011)
- “How to Foster Intrinsic Motivation for Student Agency”


