Despite initially being envisaged as a temporary program in response to COVID-19 pandemic school closures, small-group tutoring has attracted a great deal of attention from various policymakers as a potential solution to Australia’s student achievement problem.

However, while the appeal of small-group tutoring as a permanent feature of Australian education is understandable, policymakers should carefully consider the evidence to guide decision-making.

COVID-response small-group tutoring was funded by state governments in New South Wales and Victoria. While schools were given some advice about how to implement the program in an evidence-based way, they were ultimately able to implement it however it suited them. Consequently, evaluations of the program in both states showed students in the program made no more progress than their peers.

Tutoring works best if it’s implemented with a systemic approach, as in the Multi-Tiered System of Supports (MTSS) involving:

1. Using proven teaching methods for all students.
2. Regular testing of all students to identify gaps in learning.
3. Delivering frequent small group or 1:1 interventions with a focus on these learning gaps.
4. Continuous data-based tracking of student progress to ensure interventions delivered real gains.

However, the evidence suggests that, despite some exceptions, schools generally lack capacity to implement MTSS with fidelity. With this in mind the report makes a number of recommendations.