The Need

Kid Power is confronting the significant academic needs of local youth attending Title 1 DC Public Schools. The barriers students face in these schools showcase the inequities within our region and the challenges students must overcome.

  • Low-income students lost 6 months of grade level equivalency in reading over remote learning during the pandemic.

  • 69% are not meeting grade-level requirements for English Language Arts (ELA).
  • 33% of African-American students tested at proficiency while 88% of white students tested at proficiency in ELA. Students of color and lower income consistently score lower than their white counterparts which perpetuate economic barriers.
Our Approach: High Impact Tutoring Program

Kid Power’s newest program was piloted at Stanton Elementary School in Ward 8 to provide 2nd – 5th grade students with additional academic support to combat learning loss accrued during remote learning due to the COVID-19 pandemic.

The High Impact Tutoring (HIT) program is a 22 week program that incorporates 90 minutes of reading comprehension, literacy tutoring, and social-emotional support. Students work in groups of no more than 1:3 staff-to-student ratio each week to increase their reading comprehension and literacy skills using the Leveled Literacy Intervention curriculum. Student progress is measured by bi-weekly assessments to track reading competency increases along with regular feedback from students and tutors to increase program engagement and satisfaction.

Evidence-Based Program Model

Students participating in the program will receive daily Social-Emotional Learning (SEL) supports grounded in research and best practices. Kid Power utilizes the following methods to provide further evidence for promising outcomes.

  • Leveled Literacy Intervention: reading, fluency, and comprehension support using leveled texts paired with research-based phonics, comprehension, and writing instruction.
  • Goal Setting & Tracking: students set their own academic and social/behavioral goals and engage in tracking activities. Students who see success in their writing goals have a higher level of self-efficacy.
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