The Problem: Although the country’s average math proficiency is 47% (2021), Oakland schools continue to fall.

According toPublic School Review, OUSDs average math proficiency (K-12) is 23%, while the district's averagetesting ranking is 3/10, which is in the bottom 50% of public schools in California. Additionally, 80% of students who dropout of high school cite course failures as their #1 reason -- And Algebra 1 is the course most frequently failed.

Another core problem for OUSD schools are the thousands of students who suffered exponential learning & emotional loss during the COVID-19 Pandemic. Our analysis shows that the impact of the pandemic on K–12 student learning was significant, hitting historically disadvantaged students hardest. In math, students in majority Black & Latinx schools ended the year with six months of unfinished learning, students in low-income schools with seven.

Yet, our large class sizes have made it impossible for teachers to offer these students the individual instruction they need to catch up, or better yet, thrive. Currently, there are only two places for middle and high schools to “get help” on their homework in large groups after school: the BACR and the Boys and Girls’ Clubs, neither of which employ full-time, highly skilled and trained tutors.

The Solution: Change for a Hundred provides high-impact math tutoring sessions that are tailored to students' individual needs.
Why? Rigorous research provides evidence that high-impact tutoring, with specific characteristics, produces large learning gains for those who have fallen behind academically.

Arecent meta-analysis reviewed studies of “high-impact” tutoring interventions that have been evaluated by randomized controlled trials found that, on average, this tutoring model increased achievement by an additional three to 15 months of learning across K-12 grade levels.