[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586341-105":3,"doc-detail-586341-en":73,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":66,"head_meta":68,"extra_data":70,"updated_unix":72},105,"en","insights-into-the-tutor-workforce-tutors-experiences-diversity-and-retention-in-the-personalized-learning-initiative-march-2026","Insights into the Tutor Workforce - Tutors’ Experiences, Diversity, and Retention in the Personalized Learning Initiative - March 2026","","Addresses teacher shortages, turnover costs, and the need to expand and diversify the K-12 workforce through tutoring. Uses survey data from over 400 tutors across 81 schools in seven states participating in the Personalized Learning Initiative during 2023-2024, plus input from a subsample of schools on tutoring recruitment and retention. Reviews evidence on tutoring pipelines into teaching, including how tutoring may support future educator pathways, and outlines strategies policymakers and leaders use to promote tutoring as a source of teachers.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/insights-into-the-tutor-workforce-tutors-experiences-diversity-and-retention-in-the-personalized-learning-initiative-march-2026/586341/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/insights-into-the-tutor-workforce-tutors-experiences-diversity-and-retention-in-the-personalized-learning-initiative-march-2026/586341.png","ImageObject",300,407,{"name":42,"@type":43},"Quinn Holloway","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"What questions does the brief aim to answer?","Question",{"text":63,"@type":64},"It asks about the profile of K-12 tutors, how tutors feel about their experiences, tutors’ future career goals, and how schools and districts can facilitate effective tutor-to-teacher pipelines.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},586341,1792190743,{"code":4,"msg":74,"data":75},"success",{"doc_id":71,"user_id":76,"nickname":42,"user_avatar":77,"doc_module":4,"category_id":78,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":79,"file_id":80,"file_url":81,"file_type":82,"file_size":83,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":84,"language":85,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":86,"faqs":87,"seo_title":88,"seo_description":12,"update_tm":89,"read_time":90,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"Insights into the Tutor Workforce  \nTutors’ Experiences, Diversity, and Retention in the Personalized Learning Initiative  \nMARCH 2026  \nBarbara Condliffe Rebecca Davis Shira Mattera Jean Grossman  \nAddressing teacher shortages and preventing teacher turnover are  \npolicy priorities for many states and districts. In October 2024, 35 percent of public school leaders reported one or more teaching vacancies.1 Teacher turnover can be costly for localities and has been shown to harm schools’ instructional quality and student achievement.2  \nAlongside increasing teacher recruitment and retention, many states and districts are interested in increasing the diversity of the teacher workforce.3 Research has demonstrated that students of color benefit from being taught by a same-race teacher, with improved test scores for Black and Hispanic students when they are taught by teachers of the same race or ethnicity.4 Yet national education data from the 2021-2022 school year showed that only 20 percent of public school teachers identified as people of color, compared with 54 percent of public school students.5  \n“Tutor” is the fastest-growing position in kindergarten through high school (K-12) education, and is therefore a promising avenue to introducing and  \nINSIGHTS INTO THE TUTOR WORKFORCE: TUTORS’ EXPERIENCES, DIVERSITY, AND RETENTION  \n2  \npotentially integrating people into the field of education.6 Tutoring offers an entry-level and parttime opportunity for prospective educators to experience the school setting.7 And as of October 2024, 78 percent of schools reported providing some type of tutoring.8  \nA number of models for tutor-teacher pipelines (conduits to move people from tutoring into teaching) are currently being implemented.9 Yet there are only limited data available on how frequently tutors transition into teaching or the effectiveness of former tutors who become teachers. A recent report from Stanford University contains the finding that working as a tutor for Teach for America’s Ignite Tutoring Fellowship nearly triples a person’s likelihood of applying for Teach for America’s teacher-training program.10 Research also shows that paraeducators (those who provide instructional support to teachers but are not licensed teachers themselves) who become teachers may beas effective as teachers who enter the profession by other means.11 Given its promise as a potential source of future teachers, it is important to better understand the current tutor workforce and its members’ interest in future careers in K-12 education.  \nWhat is the profile of K-12 tutors? How do tutors feel about their tutoring experiences? What are tutors’ future career goals? How might schools and districts facilitate effective tutor-teacher pipelines? This brief addresses these questions using survey data about the experiences of over 400 tutors who worked in 81 schools across seven states that were participating in the Personalized Learning Initiative (PLI) during the 2023-2024 school year. Additionally, the brief reflects on information collected from a subsample of schools about successes and challenges regarding tutoring recruitment and retention, which could promote or undercut tutoring’s potential as a source of teachers. It also provides an overview of different strategies policymakers and educational leaders are using to promote tutoring as a pipeline into teaching.  \nBackground  \nSince the 2021-2022 school year, the PLI research team has worked in seven states around the country with eight sites—which include both large and small districts in urban, suburban, and rural areas; an entire state; and a charter network—to support the implementation of higher-and lower-cost high-dosage tutoring while also studying tutoring’s effects on student learning. (“High-dosage tutoring” is defined as consistently scheduled tutorials in which students work with a trained tutor in small groups—for example, four students to one tutor—at least three times per week.) The","cbCaibiLGMeERCAy","https://ap.wps.com/l/cbCaibiLGMeERCAy","pdf",923523,14,"English","# Background\n# Data Sources and Sample\n## Tutor Surveys\n## School Staff Surveys\n# Analytic Approach","[{\"question\":\"What questions does the brief aim to answer?\",\"answer\":\"It asks about the profile of K-12 tutors, how tutors feel about their experiences, tutors’ future career goals, and how schools and districts can facilitate effective tutor-to-teacher pipelines.\"}]","Insights into the Tutor Workforce - Tutors’ Experiences, Diversity, and Retention in the Personalized Learning Initiative - March 2026 | PDF",1792057633,35,{"code":4,"msg":74,"data":92},[93,97,101,105,110,114,119,122,127,130,134],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Exam",70,"exam",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Technology",50,"technology",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},7,"Healthcare",40,"healthcare",{"id":78,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":120,"slug":121},30,"research-report",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},9,"Religion & Spirituality",20,"religion-spirituality",{"id":125,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":125,"slug":129},"World Cup","world-cup",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":131,"slug":133},10,"Lifestyle","lifestyle",{"id":135,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":106,"slug":137},19,"General","general"]