10 hours Ago
The latest National Assessment of Educational Progress (NAEP) scores are a flashing red warning sign for America’s future. Only 67% of eighth graders and 60% of fourth graders read at a basic level. In Virginia, students had the fourth-largest decline of any state when comparing 2019 scores to 2024.
That’s not just an education crisis; it’s a workforce crisis. A nation of students who can’t read proficiently is a pending nation of workers who can’t lead, innovate or sustain economic growth. As the founder and CEO of Pearl, tutor management system, I see them as a wake-up call that stretches far beyond the classroom.
If we don’t act now, we aren’t just failing our students — we’re jeopardizing our economic future.I have experienced the power of the right support at the right time. As a student-athlete, I struggled with math until I had an older teammate who took me under his wing.
Through his mentorship, I didn’t just get better at math — I learned to love it. And, it’s exactly why I believe so strongly in the power of high-impact tutoring.The good news? Schools and districts investing in structured, district-led tutoring are proving that students can make up years of lost learning.
This isn’t just about catching up — it’s about making sure our future workforce is competitive, innovative and prepared to lead.While many educators have been working hard to take steps in the right directions, we recently saw uncertainty exemplified by the sudden shudder of FEV Tutor, one of the largest tutoring providers in the country. The closure of FEV has left many educators and more than 400 school districts, including those in Norfolk and Virginia Beach, grappling with the aftermath.
Thankfully, there is a solution: district-led academic interventions.High-impact, structured tutoring programs have been proven to make a measurable difference in student outcomes. According to the research that supports National Student Support Accelerator’s (NSSA) Tutor Quality Improvement System, evidence-based high-impact tutoring is one of the most effective interventions for improving literacy and math skills.
A 2024 NSSA study showed a clear correlation between evidence-based high-impact tutoring and increased student attendance. In fact, after investing in high-impact tutoring, states such as Louisiana have earned record-breaking performance scores. This demonstrates that structured tutoring programs not only improve academic outcomes but also foster greater student engagement and school participation.
This moment underscores the urgent need for districts across Hampton Roads to take ownership of their academic support and intervention programs. When districts lead their own high-impact tutoring programs, they can design and implement solutions that are not only more resilient but also better tailored to their communities’ specific needs.Sign up for Viewpoints, an opinion newsletterI have witnessed the power of district-led tutoring programs firsthand.
I have seen counties, such as Guilford County, North Carolina, start, scale and sustain their own programs. I have seen statewide and district-led tutoring programs use an app to streamline session tracking, increase data collection and gain deeper insights into student needs and program effectiveness. As a result, these autonomous programs are creating sustainable, long-term solutions that are truly measurable and making a difference.
Now is the time to turn a downward spiral in education into an opportunity. It’s time for districts to own their academic support and intervention programs. We know that literacy isn’t just about reading books and math is not just about managing your personal finances — it’s about ensuring our future workforce is prepared to lead, innovate and drive economic prosperity locally and globally.
The real question isn’t whether we can afford to address this crisis. It’s how much it will cost us if we don’t.John Failla is the founder and CEO of Pearl, a leading tutor management system, and an adjunct faculty member of University of Richmond.
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