High-impact tutoring was widely embraced by thousands of school districts as they grappled with learning loss, whose deficits have proven difficult to overcome even in 2026. In its ideal form, is delivered to no more than four students at least three times a week, for at least 30 minutes per session, by a specific adult using high-quality materials aligned with a school鈥檚 curriculum. Most such programs take place during the school day, which ensures access to all students and signals that the tutoring is core to their academic progress. Getting students the requisite sessions and minutes to yield meaningful progress is , according to and advocates.

Afterschool tutoring, as a result, has taken a backseat. As tutoring’s popularity continues to grow, however, some providers and schools are applying the lessons learned about high-impact tutoring to out-of-school programs that have yielded impressive results. 鈥檚 afterschool model, for example, has helped students in California gain in math, on average, and 92% of parents say they would recommend the program. In Louisiana, helped students in less than six months of afterschool tutoring. 

As part of ongoing research into the high-impact tutoring movement, I spoke with educators and providers about the success of these two afterschool programs, both of which launched after the pandemic.聽

Elsie Whitlow Stokes Public Charter School in Washington, D.C., had tried working with two providers to build tutoring into the day. But for a language immersion charter school already spending additional academic time helping students learn Spanish or French, finding time during regular hours tutoring was a struggle. So this school year, Maribel Wan, Stokes鈥� chief academic officer, started offering Step Up鈥檚 afterschool tutoring program to 59 students in grades 2 to 5 who are around one grade level below where they should be. Students meet twice a week with their tutors, who are college students paid through work-study at their schools.

Wan says early metrics show improvement in the students’ confidence and attitude toward schoolwork, and she hopes the tutoring will pay off academically as well. In other words, she hopes Stokes will find the same success with tutoring as Monlux Elementary in Los Angeles. Monlux started working with Step Up Tutoring in January 2022 as the school, like so many across the United States, struggled to close achievement gaps that widened during the pandemic. That year, just 43% of Monlux students scored as proficient on the California state math assessment. Three years later, on the, 62% of Monlux students met proficiency. Principal Hermineh Markosyan, who launched the partnership with Step Up, told me she attributes much of their math improvement to tutoring. 

Part of the program’s strategy is to engage parents as partners in their children鈥檚 academic progress. Estefany Gomez is on the frontline of that family engagement as a Step Up tutor. She has met with a student at another L.A. district school twice weekly for three years now, continuing even after Gomez graduated with a bachelor鈥檚 degree in molecular cell and developmental biology from UCLA in July 2025. 鈥淢y student will graduate from [Step Up] in a few months, and there鈥檚 still more to do. 鈥� It鈥檚 such an out-of-this-world feeling to see his growth over the last few years,鈥� she told me. 

In the initial postpandemic years, nobody knew whether virtual tutoring would work as well as in-person help. Today, however, multiple studies have shown that virtual tutoring is about as effective as in-person tutoring and resolves many of its operational challenges. There鈥檚 no travel time to a short in-person session, for example, schools in a variety of locations can recruit tutors without geographic constraints and college students can tutor during class breaks. Afterschool providers like Step Up have doubled down on these early findings even as others, like Louisiana鈥檚 Canopy Education, remain committed to in-person tutoring. 

Canopy is the largest provider of tutoring supported by the Steve Carter Tutoring Program, a state-funded voucher that gives students achieving below grade level $1,500 for after-school help using state-approved providers. When William Minton was building Canopy鈥檚 program, he explained to me, 鈥淲e knew we wanted to use teachers, and we knew that we could make it work if we paid them well.鈥� Teachers are paid $30 to $60 per hour to tutor after school with Canopy, running in-person small-group sessions at the same school where they work during the day. Almost 2,000 Louisiana students received tutoring last year through Canopy across 298 schools. Minton attributes their success to three key pieces: quality, communication and consistency.

More than three decades ago, the wrote, 鈥淔or the past 150 years, American public schools have held time constant and let learning vary.鈥� Elementary schools that have adjusted their daily schedules to include an intervention or tutoring block find this use of time worthwhile, but many schools struggle to change their master schedule. Tutoring has also found less purchase in middle and high schools, perhaps because timing becomes yet more complicated as students move to a day filled with course-specific class periods or block schedules. Leveraging out-of-school time, then, especially when closely linked to within-school activities, might allow more students and more schools to benefit from high-impact tutoring. 

The key to the success of these afterschool tutoring programs may be that both Step Up and Canopy incorporate critical aspects of high-impact tutoring into their models. Students are eligible for tutoring based on school assessment data, the dosage is 90 minutes per week or more, and the tutors use high-quality materials aligned with what students are learning in school. In spring 2025, Step Up Tutoring鈥檚 attendance rates were north of 75%, according to CEO Sam Olivieri.

鈥淲e work with a large percentage of non-English-speaking families and low-income families,鈥� she says. 鈥淭hey get weekly texts from their tutor about what their children are working on and an accomplishment they can celebrate. We鈥檝e really focused on bringing parents into the process and giving them a lot of visibility.鈥�

Canopy鈥檚 bet on family engagement is that using teachers as tutors in the physical school building creates stronger bonds between families and the school, while Step Up gives parents and tutors tremendous flexibility when it comes to scheduling sessions. 

Afterschool high-impact tutoring may thus be poised to help schools add effective learning time beyond the academic day, while bolstering parent involvement in their children鈥檚 learning and the school community. It鈥檚 certainly a trend to watch, and for more schools to consider.

Now, early indicators suggest these types of programs are likely to be first on the chopping block. When asked about where districts would need to make budget cuts given the expiration of ESSER funds, said they would have to scale down or stop

out-of-school programs this year. These reductions have less to do with the benefits these programs provide and more to do with the fact that expenses outside staffing and core academic content like math and literacy whenever budgets tighten.

That鈥檚 a shame. High-quality out-of-school-time programs play an important role in children’s holistic development, extending and complementing their academic experiences in valuable ways. shows that participation in high-quality programs can improve academic outcomes 鈥� a critical benefit as school and district leaders decide what鈥檚 best for their students, and part of what made these programs such an appealing target for stimulus money. But what鈥檚 really special about them isn鈥檛 just the opportunity to improve academic skills. It鈥檚 that they are 鈥� simply put 鈥� fun. 

For example, project-based learning in clubs like and DiscoverE鈥檚 give kids the opportunity to practice self-directed learning and pursue their curiosity while building robots and designing sustainable cities of the future. Playful approaches like Learn Fresh鈥檚 encourage joyful engagement with math, specifically skills critical for algebra readiness, through friendly competition with peers that incorporates player stats from professional basketball teams. At , offered by the National Inventors Hall of Fame, youngsters work together to engineer claw machines and launch plush penguins 鈥� funny, exciting and engaging projects that require perseverance, teamwork and creativity. And in local across the country, kids pursue their interests through hands-on projects, like exploring the science behind baking, reducing food waste in the community and, yes, raising livestock animals, with the support, guidance and wisdom of adult mentors.

Out-of-school programs like these 鈥� which receive funding from Overdeck Family Foundation 鈥� do provide academic benefits. For instance, participating in 4-H programs translates to gains in self-reported academic competence and school engagement for kids. But these programs also support social and emotional development, with advantages like improved interpersonal skills and stronger peer-to-peer and peer-to-adult relationships. These benefits are especially essential now, at a time of increased mental health challenges and for far too many students. And they speak to what both parents and students see as some of the most valuable aspects of in-person learning.

A recent survey found that 84% of parents say the are what feel irreplaceable to them about in-person learning, and when asked what would make them more engaged in school, pointed to many of the characteristics out-of-school time programs are primed to deliver. These include a chance to explore topics they care about, an educator who can make the content fun and exciting, and opportunities for hands-on learning. Out-of-school programs that embody these features not only engage students, but also seem to have a positive effect on schools. Evidence finds that participation in these programs leads to increases in young people’s 鈥� and, importantly, decreases in .

In July, Connecticut Sen. Chris Murphy introduced the to expand national funding for summer programs, which currently reach only an estimated of K-12 students and just 38% of low-income kids. In the past year, a number of states, such as Illinois, Pennsylvania and New Mexico, have also stepped in to expand state-level funding for out-of-school time. , for example, established a dedicated funding stream for local afterschool and summer programs as part of its community safety efforts, earmarking $11.5 million during its 2024-25 budget season. It was the 25th state in the nation to do so. Now, it鈥檚 time for the other 25 to follow suit.

While the budget calculus is not easy, high-quality out-of-school programs are more than a nice-to-have. They鈥檙e an irreplaceable component for addressing the urgent challenges that America’s schools face 鈥� and exactly what kids say they want and need.

Disclosure: The Overdeck Family Foundation provides financial support to 蜜桃影视.

Holding her fingers up, Allie Reeser asks the dark-haired girl in a bright, sunflower top how many times 2 goes into 8. Hakima, a fourth-grader from Afghanistan, has a lot of catching up to do, like learning multiplication tables. 

Pinpointing those skill gaps 鈥� and understanding the international backstories behind them 鈥� is Reeser鈥檚 job.

鈥淚f mom can鈥檛 read the homework, mom can鈥檛 help with the homework,鈥� said Reeser, who leads an afterschool program at Willow Branch, an apartment community in Clarkston, Georgia that is often the first stop for refugees settling in metro Atlanta. As if making their way to the U.S. wasn鈥檛 hard enough, the pandemic鈥檚 two years of remote learning put students even further behind. 鈥淲e have second- and third-graders who don鈥檛 know their ABCs.鈥�

Reeser鈥檚 ability to weave these families into the community is often their key to success in school and beyond. And it all starts at home: Reeser, 29, has spent the past five years living among them at Willow Branch. Before the pandemic forced social distancing, her second-floor apartment served as a regular hangout for children late into the evening. To parents, she鈥檚 a guide, friend and neighbor, leading them through the bureaucratic thickets of their adopted country and offering assistance with everything from getting a driver鈥檚 license to communicating with doctors.

The program, which occupies the back of a leasing office, is part of Star-C, an Atlanta nonprofit that offers tutoring and enrichment to students in developments located near schools on the state鈥檚 low-performing list.

鈥淪he has been instrumental in building trust with families that don鈥檛 look like her,鈥� said Margaret Stagmeier, Star-C鈥檚 founder. 

Stagmeier, a real estate investor and landlord, began the nonprofit in 2014 with the philosophy that strong schools, affordable rent and access to health care help stabilize communities. Willow Branch, a 1970s-era colonial style development, is one of four Star-C properties in metro Atlanta.

Since the 1970s, when scores of Vietnamese families fled the country in the aftermath of the war with the U.S., Clarkston has become known as the South鈥檚 , and now refugees per capita than any other American city. Willow Branch鈥檚 tenants have fled war and oppression 鈥� in Burma, Sudan and, most recently, Afghanistan.

Star-C is not a religious organization, but for Reeser, the daughter of a minister whose nearby church supports Clarkston鈥檚 refugees, living with immigrant families and offering their children a welcoming place to learn is simply an extension of the values she grew up with. 

That means helping high school students apply for college financial aid, sharing watermelon with residents outside on humid evenings and accompanying expectant mothers to the obstetrician 鈥� even though she doesn鈥檛 speak their languages.

She bridges that divide with hand signals and relies on older children to interpret the rest. 

鈥淚 speak body language, and that鈥檚 an important one,鈥� she said. 鈥淏ut I鈥檓 pretty good at picking up what鈥檚 going on.鈥�

Tarri Johnson witnessed this firsthand during pre-pandemic health fairs that featured routine  screenings for adults and immunizations for children. 

鈥淪he would use gestures to help the patients understand even when we couldn鈥檛,鈥� said Johnson, a manager for Medcura Health, a chain of clinics that works with Willow Branch. 鈥淪he just had a rapport with them.鈥�

Reeser began volunteering as a tutor in the complex at 14. She went on to earn a degree in theology and children鈥檚 ministry at Lipscomb University in Nashville and considered a career in teaching. After graduation, she returned home just as the Star-C position became available.

鈥楳ission work鈥�

At Indian Creek Elementary School, which backs up to the iron fence surrounding the apartments, staff depend on the bond Reeser has with the families. She helps parents make sense of jargon-laden school memos and escorts them to events to meet their children鈥檚 teachers. 

鈥淧arents don鈥檛 know how to introduce themselves,鈥� said Adam Nykamp, who has worked at the school for 22 years and oversees its STEAM program. Having Reeser on hand makes an American tradition like back-to-school night less intimidating. 

A new student arrives almost daily at Indian Creek, where 80 percent are English learners, representing 40 languages. That alone is a challenge for any school. When Stagmeier bought Willow Branch, Indian Creek was a failing school, unable to hit annual achievement targets. Now it鈥檚 rated a B in the state鈥檚 accountability system, which gives schools credit for showing growth. 

Reeser had a small hand in that turnaround. She stocks the center鈥檚 shelves with donated games, books and puzzles. She reviews material with students before state tests. But she thinks the children benefit the most from their regular interaction with staff and volunteers.

鈥淭hey鈥檙e getting so much English help right now,鈥� Reeser said on a sunny Monday afternoon in January as she watched the children play outside with 16 college-age volunteers from South Carolina. The visitors from OneLife Institute, a nonprofit gap-year organization for college-age youth interested in ministry, were spending a week in Clarkston to learn about the resettlement process. One group played tug-of-war while other children asked for piggyback rides. 

Barbara Porter, a retired educator, used to tutor children every Tuesday afternoon. She called Reeser鈥檚 life at Willow Branch 鈥渕ission work.鈥�

鈥淵ou don鈥檛 just go in and take over for a couple weeks and leave,鈥� she said, adding that she can鈥檛 bring herself to erase the reminder of the weekly shift. 鈥淚 still have it on my phone. I don鈥檛 want to take it off because I鈥檇 like to get back in.鈥�

The afterschool program is also a training ground for first-year medical students at Emory University. They developed a nutrition curriculum with Reeser and turned the center鈥檚 back study room into a library.

The partnership 鈥済ives us good insight into the community that we鈥檙e going to be working with,鈥� said Cassidy Golden, a medical student interested in pediatrics and underserved communities. 鈥淎llie is such a pillar of consistency in these kids鈥� lives. She鈥檚 there every single day.鈥� 

鈥楽ense of identity鈥�

So are many of the children. Ten-year-old Kader Mohamedzen 鈥� whose mother is from Ethiopia and father from Eritrea 鈥� has been a regular since he was in pre-K. On a Friday afternoon in January, he kept glancing up at a Christmas movie on TV while practicing his opinion writing in a journal. Attendance at the program is light on Fridays because many boys accompany their fathers to prayers at the mosque across the street.

鈥淎llie is a really good person,鈥� Kader said. 鈥淏efore corona, she took us on field trips. She took us to the dentist and a soccer game.鈥�

She also cooked for Kader and his sister Flower when their mother was in the hospital with pneumonia a few years ago, said their older brother, Ogbai Afeworkie, a student at Georgia State University. 

Afeworkie鈥檚 father was among those displaced by the conflict between Eritrea and Ethiopia in the 1990s. His father and mother lived in a refugee camp for eight years before arriving in the U.S. in 2005. 

鈥淭hey had to apply and do a lot of interviews and, most importantly, be patient,鈥� said Afeworkie. Now his parents work as housekeepers, often picking up overtime hours because their children are in the afterschool program. Reeser, he said, has helped his family acclimate to the U.S.

鈥淪he explains the bills. She explains what the teachers are asking and what [my mom] is signing,鈥� Afeworkie said. 鈥淢y mom would say that Allie is like a gift from God because she has helped us so much.鈥�

Many families stay in touch with her after they鈥檝e left the program. But as they gain enough financial security to buy houses of their own, they sometimes lose the support they enjoyed at Willow Branch. Their children, Reeser said, might have a harder time making friends.

鈥淢y kids want to go back. It helped me a lot,鈥� said Nshirimana Gorette, a Burundian mother of 11 who lived in the complex until 2020. Seven of her children attended the program. 

The family was among the more than 300,000 refugees who fled political strife and human rights violations in Burundi, beginning in 2015. They spent time in a Tanzanian refugee camp.

Now living in a two-story, single family home on a cul-de-sac in Stone Mountain, about seven miles away, the family is no longer eligible for Reeser鈥檚 program. But that didn鈥檛 stop her from guiding Karohe Dunant, Gorette鈥檚 oldest son, through the college application process.

鈥淪he was a big supporter in that phase in my life,鈥� said Dunant, now at tuition-free Berea College, near Lexington, Kentucky. Arriving in the U.S. as a young refugee, he fought feelings of inadequacy. 鈥淪he instilled in me self-esteem.鈥�

Reeser keeps in contact with older children through social media. She鈥檚 sympathetic to the pressures on adolescents, pulled between family traditions and the relative freedom of Western culture.

鈥淎 lot of these kids don鈥檛 really relate to their parents, and they don鈥檛 really relate to Americans. Their sense of identity can be confusing,鈥� she said from her apartment, where a woven 鈥淲elcome鈥� banner made by a Nepalese mother hangs over the kitchen doorway.

Reeser has felt that turmoil in her own family. Her 19-year-old foster brother is an orphan from Myanmar who arrived in the U.S. about six years ago. Bullied in middle school, he got into fights and was sent to an alternative program, where he began using crack. 

鈥淪he knows very well how difficult it can be for these kids,鈥� said Ike Reeser, Allie鈥檚 father, a minister at Northlake Church of Christ, about eight minutes from Willow Branch. 鈥淗e鈥檚 truly one of the hardest cases.鈥� 

When she was still living at home, Allie and her foster brother enjoyed watching movies and sharing chicken wings. She said she tries to be someone he can feel 鈥渟afe and secure around.鈥� 

As one of Star-C鈥檚 first afterschool directors, Reeser has helped build the model that Stagmeier expects to spread to more sites next year. In January, Star-C tapped Reeser to oversee all three of the nonprofit鈥檚 afterschool programs. 

That means she鈥檒l be spending a little less time at Willow Branch. 

But the apartment complex will remain Reeser鈥檚 home. She鈥檒l still shop at the same independent grocery store where residents buy halal meat and Burmese snacks.

鈥淚t shows that we鈥檙e equals,鈥� she said. 鈥淚鈥檓 not trying to do some great thing, just be a good neighbor.鈥�

Disclosure: The Walton Family Foundation provides financial support to both the Weave Project and 蜜桃影视.