PARENT & FAMILY GUIDE · TUTORING DECISIONS

A student brings home a disappointing test score. The immediate reaction may be: “We need a tutor.”

Sometimes that is the right next step. Sometimes it is not.

A more useful question is:

What problem are we trying to solve?

Tutoring tends to make the most sense when there is a reasonably clear learning need that can be addressed through focused, additional support. Evidence summarized by the Education Endowment Foundation suggests that one-to-one tutoring can improve student outcomes on average, particularly when tutoring is targeted to identified needs, connected to the learner’s regular coursework, and monitored over time. Results vary, however, and tutoring is not automatically effective simply because it is one-to-one.

Here are four questions parents and learners can use before selecting a tutor.

1. What exactly is difficult?

“Math is hard” is difficult for anyone to act on.

Try to make the problem smaller.

For example:

• Fractions make sense in class but become confusing during homework.
• The student understands biology vocabulary but struggles to explain processes.
• Essays contain good ideas but lack organization.
• Test preparation feels overwhelming because the learner does not know what to study first.

This distinction matters because different problems call for different kinds of support.

A tutor who is a strong fit for conceptual mathematics may not be the right person for organization, academic coaching, or writing development.

A useful parent–learner conversation

Instead of:

Parent: “Why did you get this wrong?”

Try:

Parent: “Which part felt hardest—understanding the idea, remembering it, or knowing how to start?”

That question can produce much more useful information.

2. What would useful progress look like?

Avoid starting with an outcome that the tutor cannot guarantee, such as:

• “Get an A.”
• “Raise the SAT score by 200 points.”
• “Get admitted to a particular university.”

Instead, define something observable.

For example:

• Explain photosynthesis without notes.
• Solve three representative algebra problems independently.
• Create an essay outline before beginning a draft.
• Follow a weekly study plan consistently.

Grades and test scores may matter, but they are influenced by many factors beyond tutoring.

A practical tutoring goal should describe something the learner can increasingly understand, explain, or do.

3. Is tutoring addressing the right problem?

Sometimes the main issue is subject knowledge.

Other times it may be:

• inconsistent study habits,
• unclear assignment expectations,
• missed prerequisite knowledge,
• difficulty organizing work,
• limited practice,
• or an unrealistic schedule.

Tutoring should not automatically be used to solve every academic difficulty.

For example, if a student understands the material but repeatedly misses assignments because of scheduling problems, academic coaching or a planning system may be more appropriate than additional content instruction.

4. Is the tutor a good fit for this learner?

Subject expertise matters, but fit includes more than the subject.

Online Tutor Connect currently encourages families to consider factors such as learning goals, subject and level, time zone, schedule, preferred tutor background, language, and budget when exploring tutor options. Families can also compare tutor profiles before requesting recommendations.

Questions worth considering include:

• Does the tutor explain ideas in a way the learner can follow?
• Is the learner comfortable asking questions?
• Does the tutor understand the course or learning objective?
• Does the schedule realistically work?
• Are expectations about format and fees clear?
• Does the tutor encourage the learner to think rather than simply provide answers?

For a child, the parent or guardian should handle the inquiry and follow-up process. Keep the initial matching request focused on learning needs rather than unnecessary identifying details.

A simple decision test

Before searching for a tutor, complete these sentences:

The learner is currently struggling with: ____________________

The learner would like to become better able to: ____________________

We think additional support may help because: ____________________

The kind of tutor who may fit best would have experience with: ____________________

If those answers are reasonably specific, you are in a much better position to evaluate tutoring options.

Tutoring is support—not a guarantee

Tutoring can provide targeted explanation, practice, feedback, and accountability.

It cannot guarantee a particular grade, test result, admission decision, or universal improvement.

A useful tutoring relationship should therefore be evaluated by whether the learner is developing stronger understanding, strategies, and increasingly independent performance—not simply whether someone is helping complete assignments.

Organize the next conversation

Use the Tutoring Needs Clarifier to organize your goals and tutor preferences, or explore the Student Success Toolkit and resources before looking for support.