In a recent white paper, Saga Education explores the potential of using Federal Work-Study (FWS) as a funding source to place college students in support roles for P–12 students, such as tutoring, coaching, and mentoring. Research has demonstrated that high-intensity, personalized tutoring provided during the school day can lead to significant learning gains. To expand tutoring beyond 2024, we can utilize programs like the FWS program.
The FWS program has provided financial aid and work experience to college students from lower-income backgrounds for nearly 60 years. It was established in 1964 to promote part-time employment opportunities for low-income college students. It has undergone updates and reauthorizations over the years. In 2000, Congress mandated that 7 percent of FWS funds be allocated to community service activities.
In May 2023, the Department of Education urged colleges and universities to publicly commit to using a minimum of 15 percent of their FWS funds in the next two years to pay college students who work in community service. So far, 49 colleges and universities have agreed to use a minimum of 15 percent of their FWS funds for beneficial tutoring collaborations with P–12 public schools.
Several higher education institutions (HEIs) and organizations are highlighted in this white paper for their use of FWS to expand high-impact tutoring (HIT) programs:
What is High-Impact Tutoring? High-impact tutoring is an in-class, tutor-led, small group tutoring model. It helps students learn more deeply, improve their grades, pass their classes, and even increase their chances
The Personalized Learning Initiative (PLI) from the University of Chicago has provided valuable insights into how intensive tutoring can close learning gaps, particularly for students in underserved communities. As a
