2007 k12 private tutoring
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2007 k12 Private TutoringTRANSCRIPT
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Instruction for Hire: A Surveyof the Private Tutoring Market
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By Tim Wiley
Instruction for Hire:A Survey of the Private
Tutoring Market
For more than a decade, Eduventures has been
the most trusted and influential name in
education market research, consulting services,
and peer networking. Our clients include
senior administrators and executives from
leading educational institutions and companies
serving the K-12, higher education, and
corporate learning markets, as well as decision-
makers in government agencies and the
investment community. Additional
information can be found at
www.eduventures.com.
January 2007
TA B L E O F CO N T E N T S
Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . 3
The Market for Private Tutoring Services . . . . . . . . . . 4
Anatomy of the Private Tutoring Purchase Decision . .11
Emergence of Online Tutoring . . . . . . . . . . . . . . . . .16
Parting Thoughts on Private Tutoring . . . . . . . . . . . .19
Appendix A: Research Methodology . . . . . . . . . . . . . 20
Appendix B: Representative PrivateTutoring Providers . . . . . . . . . . . . . . . . . . . . . . . . . . 22
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EXECUTIVE SUMMARY
Private, consumer-based tutoring is one of the most dynamic education-related marketstoday. At $2.2 billion, it was also one of the largest education markets in the 2005-06school year. More than 1.9 million students spending an average of almost $1,160 per yearconstituted the market for private tutoring. Hundreds of providers employing multipledelivery methods and business models serviced the market in 2006.
Although private tutoring covered a wide array of subjects in the 2005-06 school year, testpreparation was the most common area of tutoring, followed closely by math and reading.Science, however, likely will be the fastest growing tutoring subject of all over the nextthree years as the impending requirement of the No Child Left Behind Act (NCLB) tomeasure schools progress in science along with reading and math increases the publicsattention on that subject.
The emergence of online tutoring over the past decade is a disruptive innovation thatpromises to significantly alter the nature of the tutoring market in the coming years.Spending on private online tutoring totaled $115 million during the 2005-06 school year,or 5% of the total private tutoring market. Although a convergence of social, economic,and technological developments in recent years has spurred the growth of online tutoring,challenges to future growth remain formidable. Online tutoring providers will have toaddress issues related to effectiveness, access, and credibility if they are to succeed in thisburgeoning market.
In Instruction for Hire: A Survey of the Private Tutoring Market, Eduventures assesses theprivately funded tutoring market, identifying the markets unique characteristics, trends,challenges, and opportunities. The report will help company executives enhance theirunderstanding of parents decision-making processes and take advantage of relationshipsdiscovered between criteria parents use to make a purchasing decision. Eduventuresresearch and analysis draws on a survey of almost 2,000 parents of school-aged children;further details regarding the report methodology are in Appendix A. Eduventurespreviously published Educational Reinforcements: An Examination of Publicly Funded Tutoring,a companion study that examined the market for school-based tutoring, including thefederal Supplemental Educational Services program.
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THE MARKET FOR PRIVATETUTORING SERVICES
Private tutoring offers a compelling and timeless value proposition: giving parents theopportunity to help their school-aged children achieve academic and lifelong success.Consequently, the market as a whole has demonstrated remarkably consistent growth sincethe advent of the modern K-12 education system.
The private tutoring market is insulated from the political winds that batter publiclyfunded tutoring, but is still subject to external shocks. The most recent demand shock tothe private tutoring market was the revamping of the SAT in 2005. As parents learned ofthe impending changes throughout the 2004-05 school year, private tutoring enrollmentsspiked, largely in the form of test preparation. The result was that the private tutoringmarket had a record 2.2 million students engaged in academic tutoring in the 2004-05school year.
The following year, however, enrollments underwent the expected correction and decreased15% to 1.9 million students. Over the two years, average spending per student increased5.9% to $1,160, tempering the total drop in market size to 10%, from $2.50 billion in2004-05 to $2.23 billion in 2005-06.1 Because this market correction was largely theresult of changes to the SAT, the most severe tightening occurred, as expected, in themarket for test preparation services.
1 Through this research, Eduventures found that 9% of parents who purchased private tutoring services also purchasedsupplemental tutoring materials through the tutoring provider, constituting a separate market of approximately$40 million.
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Instruction for Hire: A Survey of the Private Tutoring Market
FIGURE 1. PRIVATE-PAY TUTORING MARKET SIZE, 2004-05 2007-08F
Source: Eduventures analysis
To reiterate, this one-year drop in market size is not indicative of a long-term trend, but is acorrection as a result of the spike in enrollments attributable to the revamped SAT. Market growthrates over the several years prior to the 2004-05 school year ranged between 4% and 9% per year,driven mostly by increased competition in college admissions.
Private Tutoring Vital Signs (as of July 2006)Student enrollments: 1.9 millionAverage spending per enrollment: $1,160Market size: $2.23 billionOne-year growth rate: -10%1996-2006 CAGR: 6.5%
Customer loyalty toward any given private tutoring provider has always been relatively weak, andcustomer churn was particularly noticeable after the 2004-05 school year. According toEduventures research, 57% of students in grade 11 or below involved in tutoring during the2004-05 school year enrolled in tutoring again in 2005-06. Of those students, 67% renewed withthe same provider. Although providers will always have to deal with students who drop out oftutoring entirely, this lackluster renewal rate indicates that incumbent providers do not necessarilyhave a strong advantage in what is perceived to be a heavily relationship-based business.Providers may benefit from examining their customer retention patterns and proactivelyaddressing any shortcomings.
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Instruction for Hire: A Survey of the Private Tutoring Market
Composition of the Private-Pay Tutoring Market
Although tutoring has been associated primarily with one-on-one instruction with the significantexception of test preparation courses in recent years many providers have started to offer smallgroup tutoring programs. These groups can range from three students per tutor, to situations wherethe group approaches a 10-to-one ratio. The trend of expanding class sizes is driven both byincreasing competition around price points and students interest in being tutored in a more socialenvironment. The downside to larger class sizes is less flexible scheduling, inevitably resulting insome degree of attrition. Figures 2, 3, and 4 illustrate the distribution of the instructional model,location, and time frame of the private-pay tutoring programs in which students were enrolled inthe 2005-06 school year.
FIGURE 2. DELIVERY METHODS OF TUTORING IN 2005-06
Source: Eduventures analysis; n=89
FIGURE 3. LOCATIONS IN WHICH TUTORING TOOK PLACE IN 2005-06
Source: Eduventures analysis; n=90
Online (i.e., Internet-based)
6%
Large-group instruction(10 or more students per instructor)
8%
Small-group instruction(fewer than 10 students per instructor)
31%
One-on-oneinstruction
55%
Summer camp6%
Other organizations site(e.g., library, religious institution, etc.)
8%
On school grounds10%
Student's home24%
Tutoring providers site52%
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FIGURE 4. TIME OF YEAR STUDENTS PARTICIPATED IN TUTORING IN 2005-06
Source: Eduventures analysis; n=97
One of the fiercest and most persistent competitors of established tutoring companies is theindividual tutor. Often marketing through flyers posted on telephone poles and taking on ahandful of students at a time, these individuals tutored 24% of all students enrolled in tutoringduring the 2005-06 school year. For comparison, the top five national providers had combinedenrollments that constituted 29% of all private tutoring.
FIGURE 5. PRIVATE TUTORING MARKET SHARE BY STUDENT ENROLLMENTS IN 2005-06
Source: Company documents (SEC filings and press releases); Eduventures analysis
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Instruction for Hire: A Survey of the Private Tutoring Market
During the summer on a weekend4%
During the summer on a weekday19%
On a weekendduring the school year
19%
After school hoursduring the week
59%
K-12 teachers,higher education institutions
7%
Individual tutors25%
Other tutoring companies40%
SylvanSCORE!,
The Princeton Review,Kumon,
Huntington Learning29%
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Instruction for Hire: A Survey of the Private Tutoring Market
On average, individual tutors were able to charge slightly more than established tutoringcompanies, as their revenues accounted for 25% of the total private tutoring market. This slightpremium may be explained by more specialized instruction and individualized attention.Unfortunately for established tutoring companies, this competitor maintains a truly unassailableposition, short of any regulatory interference. Because the business model is inherently not scalable,however, the market share of individual tutors is not likely to shift substantially.
During the 2005-06 school year, most private-pay tutoring was delivered in three areas: testpreparation, reading, and math. Test preparation was the most common area of tutoring, with 29%of students actual tutoring time devoted to it, followed by math (24%), and reading (18%). Allother tutoring subjects combined accounted for just 27%.
FIGURE 6. DISTRIBUTION OF PRIVATE-PAY TUTORING BY STUDENT TIME
Source: Eduventures analysis
Science, however, likely will be the fastest growing tutoring subject over the next three years asNCLBs impending requirement to measure schools progress in science, in addition to reading andmath, increases the publics attention on this subject. Eduventures expects science to account for10% of all private tutoring by 2009, implying a growth rate of approximately 30% per year. Testpreparation and reading will remain strong, but some math tutoring may shift to science as anapplied form of math. Worth noting is the absence of tutoring tied to English as a secondlanguage, which accounted for less than 1% of all tutoring.
In terms of grade distribution, private tutoring tends to concentrate in high school, based on bothenrollments and market value.
Test prep29%
Math24%
Reading18%
Other27%
Writing 8%
Homework help 7%
Study skills 5%
Science 4%
Foreign language 3%
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Instruction for Hire: A Survey of the Private Tutoring Market
FIGURE 7. DISTRIBUTION OF TUTORING ENROLLMENTS AND MARKET VALUE BY GRADE IN 2005-06
Source: Eduventures analysis
Based on Eduventures research, grade 12 tutoring had one of the largest shares in terms of studentenrollments, yet a considerably smaller share in terms of market value. This factor is most likelyattributable to the amount of tutoring that 12th graders sat through on average. The data showthat, even compared to just their schoolmates in grade 11, 12th graders signed up for tutoring injust as many numbers and spent nearly as much per hour of tutoring, but attended almost 45%fewer hours. Apparently, students in grade 12 front-loaded whatever tutoring they signed up forbefore settling into the senior slump. In contrast, tutoring in grade 8 commanded a significantpremium, most likely attributable to the value parents placed on preparing their children for highschool. This distribution is influenced significantly by test preparation services, a segment thatwarrants closer examination.
A Closer Look at the Test Preparation Market
In the 2005-06 school year, including summer 2005, the delivery of K-12 test preparation serviceswas a $527 million market. As mentioned earlier, the overall drop in the tutoring market from theprevious year was felt most severely in the market for test preparation. By itself, test preparationrepresented almost 80% of the total market drop.
In reality, test preparation is almost exclusively focused on grades 9 to 12, which accounted for$507 million, or 96% of the total market segment value. Students in grade 11 alone accounted for$290 million, or 55% of all money spent on test preparation, even though this grade onlyrepresents 35% of all enrollments. Thus, in light of what parents value most, test preparation isnearly synonymous with preparation for college entrance exams.
0%
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15%
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25%
% by Market Value
% by Enrollments
121110987654321K
Grade
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21%23%
21% 21%
15%
6%
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FIGURE 8. DISTRIBUTION OF HIGH SCHOOL TEST PREPARATION ENROLLMENTS AND MARKET VALUEBY GRADE IN 2005-06
Source: Eduventures analysis
In terms of enrollments, however, high school students do not have quite as large a share of themarket as they do of the dollar value. Thus, the students themselves are distributed slightly moreevenly than the spending, reflecting the fact that parents are open to hiring private tutors tosupport test preparation needs for their children in any grade.
Will Publicly Funded Tutoring Cannibalize Private Tutoring?
To providers of fee-for-service tutoring in an education market dominated by NCLB, it can bedifficult to look beyond recent headlines proclaiming the explosive growth of free tutoring throughthe Supplemental Educational Services (SES) program. Student participation in the federal programhas increased steadily since its creation in 2002, with more than half a million students enrolled inSES across the country during the 2005-06 school year. Upward of 3,000 entities have beenapproved to provide SES, ranging from venerable tutoring corporations to mom-and-pop outfits toschool districts themselves.2 Naturally, consumer-oriented tutoring providers have a keen interestin understanding what effect this phenomenon will have on their businesses.
Based on careful analysis of this research studys findings, Eduventures expects that SES will poselittle threat to private tutoring programs. The demographics of the two markets are simply toodissimilar to lead to cannibalization. For example, households with students enrolled in SES in2006 had a median income between $50,000 and $75,000, whereas households with studentsenrolled in private tutoring had a median income between $100,000 and $150,000. Furthermore,students enrolled in private tutoring generally do not qualify for SES even when their school does.Most conclusively, our survey revealed no evidence of defection from private to SES tutoring overthe last two years. That is, no student in the research sample that participated in private tutoringin the 2004-05 school year subsequently participated in SES tutoring the following year.
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% by Market Value
% by Enrollments
1211109
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12%7%
12% 12%
35%
55%
29%
22%
2 See Eduventures Educational Reinforcements: An Examination of Publicly Funded K-12 Tutoring for more details.
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ANATOMY OF THE PRIVATETUTORING PURCHASE DECISION
Tutoring is a pervasive business, taking many different forms and covering numeroussubjects. One common theme that cuts across all aspects of private tutoring, however, isthe irrefutable influence parents have on the market. Eduventures surveyed the parents ofalmost 2,000 school-aged students to better understand their decision-making process.
Eduventures research focused on three phases comprising parents decision-making processaround private tutoring services:
n Rationale for servicesn Key sources of information n Principal evaluation criteria
Each of these phases is explored below, drawing on insights from survey respondents.
Parents Rationale for Private Tutoring Services
Parents stated reasons for enrolling their children in test preparation-oriented tutoringservices centered on one consistent goal to improve and expand the postsecondary optionsavailable to their children. As one parent said, All the students at my childs school aretaking exam review courses, and [my child is] forced to compete with those students forthe same college freshman spots. In response, parents emphasized their willingness tospend more time and money on helping their children prepare for college entrance exams(i.e., the SAT or ACT). Some parents felt that test preparation courses were useful not onlyfor imparting test-taking strategies but also for increasing specific, relevant contentknowledge.
For private tutoring services other than test preparation, parents gave more varied reasonsfor enrolling their children in programs. Although the general goal of attending non-testpreparation tutoring programs was to increase academic achievement, what this actuallymeant to parents diverged among respondents and includes examples such as:
n To catch up academically at a new schooln To supercharge the educational experience with individualized attentionn To get remedial help when the child did not qualify for SESn To provide self-confidence, goal-setting skills, and a zest for learning to achieve
a higher potentialn To teach the fundamentals that the school system did not
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Instruction for Hire: A Survey of the Private Tutoring Market
Thus, whether parents are interested in stretching the upper limits of their childrens learningexperience, or simply seeking out a means to provide what they feel is a minimum level ofeducation, private tutoring presents a compelling value proposition that appeals universally to thenearly 28 million households with school-aged children.
Key Sources of Information for Parents
Parents ostensibly choose a particular tutoring program or provider for their children afterthoroughly evaluating information obtained from many different sources. Based on the findings ofthis research study, Eduventures was able to understand which sources of information were mostinfluential with parents. Above all other sources of information, parents judged personal opinionsobtained by word of mouth as the most useful source of information when forming their firstimpression of private tutoring providers, cited by 60% of parents.
FIGURE 9. SOURCES OF INFORMATION PARENTS USE TO LEARN ABOUT TUTORING PROGRAMS ANDPROVIDERS
Source: Eduventures analysis; n=128, multiple responses permitted
Looking closer at the sources of information parents used to learn about available tutoring options,several noteworthy findings emerged from the data. For instance:
n Other parents or neighbors represented the single most important source ofinformation (30%), while school administrators or teachers came in a close second (29%).Thus, although word of mouth in general served as the most prominent source ofinformation, parents were open to a range of sources of personal advice andrecommendations.
n Parents placed significant value on providers tangible marketing efforts, whichwere listed as most useful by 17% of parents. Fortunately, this is one of the accessiblemechanisms a provider can use to stimulate demand for its programs.
Other 1%Newspaper or magazine articles
4%
Independent research studies6%
No useful source of information13%
Providers' brochures,advertisements, or Web sites
17%
School administrators or teachers29%
Other parents or neighbors30%
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n Almost one in seven parents (13%) felt that there was no useful source ofinformation for the private tutoring market other than their own intuition. Statedanother way, this finding indicates that a significant number of parents do not proactivelyseek out information on the market, but rather passively absorb information, upon whichthey base their selection of a program and provider.
Key Evaluation FactorsSimilar to their accessing tutoring information from multiple sources, parents considered a range offactors for evaluation in making a final decision. Quality of both the providers instructors andinstructional material and convenience were the most important factors to parents; incombination, these two issues represented almost half of all top responses given by parents.
FIGURE 10. IMPORTANCE OF FACTORS PARENTS USED TO EVALUATE PRIVATE TUTORING PROGRAMSAND PROVIDERS
Source: Eduventures analysis; n=75
In addition, parents considered advice or recommendations obtained by word of mouth, includingpersonal recommendations from school administrators, teachers, and other parents, the mostimportant decision-making factor 20% of the time.
Looking at the evaluation factors between the 2004-05 and 2005-06 school years, the mostsignificant trend was the increased importance parents placed on perceived quality, both in termsof instructors and instructional materials. The percentage of parents who ranked either of those twoaspects of quality as most important jumped from 19% in 2004-05 to 31% in 2005-06. Whenpressed to specifically define the concept of quality, parents tended to associate quality of tutorswith expert knowledge of subject matter and strong interpersonal skills with the students. Withrespect to quality of instructional materials, parents mentioned such factors as the materials abilityto engage students and supplement, though not necessarily align with, the schools curriculum.
% of Respondents
0 5 10 15 20 25
2004-05
2005-06
Other
Provider offered online or computerized tutoring
Providers advertising was most convincing
Provider tutored one of their children in the past
Teacher or school administrator recommended the provider
Other parents recommended the provider
Provider was deemed trustworthy and reputable
Quality of the providers tutors
Quality of the instructional materials used
Providers location or hours were most convenient 17%20%
16%11%
15%8%
11%13%
11%16%
9%11%
7%6%
5%5%
3%5%
6%3%
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Across the same time period, the importance of personal recommendations in selecting a tutoringprovider decreased significantly, from 27% in 2004-05 to 20% in 2005-06. One possibleexplanation for this shift was the modification of the SAT in 2005. As parents learned of theimpending changes to the college entrance exam in the 2004-05 school year, many of them likelyturned to other parents and school officials to try to decipher what the changes meant to theirchildren. Consequently, parents may have placed more importance on word-of-mouthrecommendations in that year, only to return to an average degree of importance the following year.
A Closer Analysis of Parents Purchasing Decision Process
Beneath this studys top-level findings were telling correlations between various factors thatparents deemed valuable or not. Based on the decision-making factors expressed in the 2005-06school year, these correlations indicate that purchasers of private tutoring services generally fallinto disparate camps with markedly different values and priorities. For example:
n Parents who valued the personal recommendations of other parents most werein a separate camp from those who valued the quality of instructional materials.
n Likewise, parents tended to value either the personal recommendations ofschool administrators and teachers or the convenience of location, butnot both.
n Parents whose children were tutored in the past by a particular tutoring providertended to not value tutoring providers advertising.
Such inverse correlations between evaluation factors were more characteristic of the decision-making process of parents than any positive correlation. That is, while parents in total actuallyvalued a wide array of factors, each parent tended to feel very strongly about whatever particularfactor they personally valued most. Providers may want to remain cognizant of these distinctionsand apply them to their marketing and outreach efforts.
One noteworthy finding was a correlation that was not found in the data total spending onprivate tutoring was not correlated at all with household income. In fact, the amount of moneyparents spent on tutoring was largely independent of all the factors examined for this study. Thatis, parents generally did not pay a premium for any particular feature they indicated was valuableto them quality of tutors, type of instructional material, convenience, reputation, or advertising.There were, however, three key exceptions to this general correlation:
n A slight connection existed between choosing a provider based on the opinion of otherparents and paying more for that provider. The connection, however, was notstatistically significant and although logically sound only should be consideredanecdotal evidence.
n Another exception was that parents who valued the opinion of community groups,including religious organizations, also tended to spend less in total on tutoring. This
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trend may be explained by the prevalence of free or low-cost tutoring provided by thesecommunity groups and religious organizations.
n The third exception dealt with parents who valued online or computerized instruction.These parents tended to pay less both in total amount spent and amount spent per hourof instruction.
Based on these findings, tutoring providers will want to ensure they have clearly identified theunderlying motivation of their customer segments. Are customers driven largely by word ofmouth? Or do they fall in the group that places more value on quality instructional content? Byunderstanding this distinction, and by corroborating this research with follow-up market studies,tutoring providers stand the best chance of creating an optimal marketing mix.
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EMERGENCE OF ONLINE TUTORING
The emergence of online tutoring over the past decade is one disruptive innovation thatpromises to significantly alter the nature of the tutoring market in the coming years.While tutoring traditionally has been based on face-to-face interaction, new collaborativetechnologies such as Voice over Internet Protocol (VoIP), video streaming, and virtualwhiteboards have expanded the way in which tutoring can be effectively delivered. Takingadvantage of anytime, anywhere instruction, online tutoring is making the greatest inroadsamong the population of digital natives in rural communities.
Online Tutoring Market Overview
Approximately 108,000 students signed up for private online tutoring during the 2005-06school year, or 6% of all students enrolled in any kind of private tutoring nationwide.Spending on private online tutoring totaled $115 million during the 2005-06 school year,or 5% of the total private tutoring market. On average, online programs charged slightlyless than their onsite, face-to-face counterparts.
Because online tutoring has grown to its present size from zero in only the last few years,growth rates are not statistically meaningful. Looking forward, however, Eduventuresexpects private online tutoring to grow to 10% of total students and 8% of total spendingin the private tutoring market by 2009, implying an average market growth rate ofapproximately 15% per year.
Online Private Tutoring Vital Signs (as of July 2006)Student enrollments: 108,000Average spending per enrollment: $1,064Market size: $115 million2006-09 CAGR forecast: 15%
From a subject area perspective, private online tutoring is less focused on test preparationthan is in-person tutoring. About 20% of online tutoring dealt with test preparationcompared to 29% for in-person. Reading represented approximately 30% of onlinetutoring, compared to nearly 18% for in-person tutoring.
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Instruction for Hire: A Survey of the Private Tutoring Market
Enablers of Online TutoringIn the private tutoring market, online tutoring expands the delivery methods available to providersand students, creating fertile ground for new business models. Although the effectiveness of thesedelivery methods is questioned by some, most students today are comfortable with the computerinterface and view computer screens even the smallest handheld screens differently than thegeneration that preceded them. The growth of online tutoring has benefited from a convergence ofsocial, economic, and technological developments:
n Collaborative technologies have enabled rich interaction between tutor and tutee,allowing for activities such as writing on electronic whiteboards to be shared across aglobal network. Using VoIP, tutors and tutees can discuss lessons in real time atpractically no cost. A handful of tutoring companies already have built successful modelsentirely around an interface enabled by collaborative technologies.
n Web-enabled mobile phones promise to create a new medium capable of deliveringrich, multimedia instructional content. Although not yet in widespread use in tutoringor even in virtual learning applications, the emergence of this technology already hasmade an impact in commercial applications that could serve as an analogy to theprovision of tutoring.
n Formative instruction systems have grown to be one of the most credibleexamples of the practical application of formative assessment.3 While formativeassessment as a concept is well understood,4 applying that concept to the classroomproved extremely challenging until technological developments allowed for greaterautomation of teachers routine tasks. One such routine task is creating customizedfollow-up activities to prescribe a student based on diagnosis of assessment data. Onlinetutoring has emerged as one of the most innovative examples of such prescriptiveinstructional activities; a connection will become more lucrative as formative instructionapplications spread.
n Outsourced instruction is one of the most contentious developments in K-12education today. Short of any new government regulation, however, the use of outsourced,overseas tutors is likely to spur the growth of online tutoring the most over the next fewyears. Online tutoring has made the physical location of the tutor immaterial, andcountries such as India and South Korea are home to many highly qualified, low-costtutors. On average, tutors based in India earn about $300 per month, or less than $2 perhour for a typical 40-hour work week. In comparison, their U.S. counterparts start atabout $20 per hour with some specialized tutors earning $100 per hour or more. Some ofthese overseas companies employ call centers to field students questions, while othersallow tutors to provide instruction from their homes. To improve effectiveness of theirofferings, some India-based tutoring companies train their teachers in the cultural andcommunicative nuances of their American tutees.
3 See Eduventures Formative Instruction and the Quest for the Killer Application for more details.4 For a thorough explanation of formative assessment, see: Boston, Carol (2002). The Concept of Formative Assessment.
Practical Assessment, Research & Evaluation, 8(9).
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Challenges Facing Online TutoringDespite the hype and high growth rates associated with online tutoring, providers will need toaddress several challenges as they develop online tutoring programs. Chief among these challengesare the following issues:
n Online interfaces risk losing the personal connection. The popular notion isthat computerized interactions are less engaging than in-person interactions, makinglearning in such environments especially difficult. This notion has yet to be proven,however, and overlooks the cultural particularities of the current generation of students.Many students today are completely comfortable with a computerized form ofinteraction. When students do exhibit a lack of motivation, it often may be attributablenot to the online interface, but rather to the overall experience. Employing the latesttechnologies does not absolve providers of the imperative of designing a robust andengaging curriculum. Even a cell phone display can engage students if the message iscrafted properly.
n A majority of students lack high-speed Internet connections at home.A 2005 U.S. Census Bureau report estimated that two-thirds of households had Internetconnectivity, but only half of those connections were high-speed, which would berequired to take full advantage of the technologies utilized by online tutoring. Thus, onlyabout one-third of K-12 students are able to engage in online tutoring from their home.Providers may be able to mitigate this challenge by promoting expanded Internet accesspoints, such as in public libraries or other community centers, or partnering with high-speed Internet service providers to offer a bundled package. In some cases, the bestapproach may be to maintain online tutoring as one element of a comprehensive approachto tutoring that also includes offline delivery methods.
n Concerns abound about the lack of transparency into tutorscredentials. Parents naturally are concerned about from whom their children learn nowhere more so than with overseas tutors. To date, most concerns about the credentialsof these overseas tutors have been satisfied. According to one report, most Indian tutoringcompanies guarantee that their tutors have at least an undergraduate degree in thesubject they teach, whereas not even a majority of full-time teachers in the United Stateshold that qualification, let alone tutors.5 Nevertheless, providers need to continuepromoting this aspect of their business to parents who are inherently skeptical.
In light of this analysis, tutoring providers that to date have focused exclusively on face-to-facetutoring may want to evaluate the potential benefits of establishing an online service offering.Although online tutoring has pitfalls consistent with any new delivery method, many providershave already concluded that in the near future online services will be integral to any successfultutoring business model.
5 Overdorf, Jason. Tutors Get Outsourced. Business 2.0. August 2006: 32.
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Copyright 2007 Eduventures, LLC | Reproduction Prohibited page 19
PARTING THOUGHTS ONPRIVATE TUTORING
Effectively implemented, private tutoring has the potential to reinforce an educationsystem that is repeatedly assailed by its stakeholders. Although few parents (6%, excludingthose signing up for test preparation) explicitly cited their childs school systems failingsas the primary reason for hiring a tutor, more than half (52%) cited a specific subject- orcontent-related shortcoming as being the main impetus. Whether this sentiment still canbe considered a general indictment of the U.S. school system is not the point; that tutoringproviders are well positioned to address this demand, however, is.
As in many other industries with heavy government involvement, the private sector oftenproves adept at creating innovative solutions to persistently irksome problems. In the caseof K-12 education, most parents will inevitably find that publicly available educationoptions fall short of their expectations. Although revised federal and state educationpolicies aim to address such shortcomings in the long run, parents of school-aged childrendo not have the luxury of drawn-out timeframes. Turning to private tutoring willinvariably improve parents immediate options at least for those who can afford it.
Although private tutoring as a whole is a mature, stable market, there exist numerousdynamic pockets of opportunity for providers to develop, market, and profit frominnovative approaches to tutoring. Online tutoring currently has the spotlight, but it isaccompanied by other more down-to-earth approaches, such as helping public schoolsaddress their most burdensome state and federal accountability requirements andsubsequently leveraging those relationships to get into students homes. One schooldistrict in Wisconsin has enjoyed great success with such a model. Tutors based in Indiaremotely view classes along with the students in real time and then provide lesson-specifictutoring to the students after class. The provider then offers extended private tutoring tothe students outside of school hours, which is paid for by parents. The long-term success ofany approach to private tutoring, however, depends entirely on how effectively it helpsachieve the primary goal of K-12 education: improving academic achievement.
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Copyright 2007 Eduventures, LLC | Reproduction Prohibited page 20
APPENDIX A: RESEARCH METHODOLOGY
Private tutoring for K-12 students is defined as additional academic instruction that isinitiated and procured by a consumer as opposed to a school or school district. The bulk ofthis type of tutoring is arranged by parents, but there are many exceptions such astutoring provided by community-based organizations, religious organizations, and evencorporations as an employee benefit.
Private tutoring can cover any number of possible subject areas, but for the purposes of thisresearch study, Eduventures limited it to traditional academic areas. The definitionprovided to survey participants was:
instruction provided to students outside of their regular schooling byindividuals not employed by any school to: (1) increase knowledge of specificsubject areas, (2) prepare for some type of academic test (e.g., SAT, ACT,graduation exams, etc.), (3) improve study skills, or (4) provide general homeworkhelp. To count as private academic tutoring, the tutoring must not be paid for orarranged by any school or school district.
Eduventures defines the test preparation market as sales by private providers ofsupplemental services to help students prepare for standardized testing. Sales of testpreparation products, including workbooks, tutorials, and software, are not included inthis market. For the purpose of this research, test preparation was considered a subset oftutoring.
To gain a better understanding of the market for publicly funded tutoring, Eduventuresbased this research study on information collected from June to August 2006 from acombination of primary and secondary research. Primary research included an originalsurvey of parents of school-age children as well as a number of interviews with senior-leveldistrict administrators and tutoring company representatives. Secondary research includeda literature review of publicly available government reports, news reports, and third-partyreports.
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Copyright 2007 Eduventures, LLC | Reproduction Prohibited page 21
Instruction for Hire: A Survey of the Private Tutoring Market
For the primary survey, a total of 1,921 parents of 3,107 children ages 5 to 18 were selectedfrom a randomly generated nationwide sample. After qualifying, parents then were asked up to 20questions to determine, among other things:
1. Frequency of participation in private tutoring2. Reasons for choosing a particular tutoring provider3. Details of tutoring services used4. Expenditures on tutoring services and related materials5. Likelihood of continuing tutoring services in the future6. Frustrations and challenges with tutoring services and providers
The responses of the 1,921 parents surveyed were used to extrapolate the prevalence of privatetutoring, giving a maximum margin of error of 2.2% with a confidence level of 95%. Of thoserespondents, a total of 117 parents were qualified to answer the full battery of questions pertainingto private tutoring. The responses then were analyzed to derive the findings presented in thisreport.
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Copyright 2007 Eduventures, LLC | Reproduction Prohibited page 22
APPENDIX B: REPRESENTATIVEPRIVATE TUTORING PROVIDERS
The following table is a representative list of companies that participate in the marketfor private tutoring. Given the dynamic nature of the private tutoring market, this listis not meant to be exhaustive, but rather to provide an overview of some notablemarket participants.
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Copyright 2007 Eduventures, LLC | Reproduction Prohibited page 23
Instruction for Hire: A Survey of the Private Tutoring Market
TUTO
RIN
G P
RO
VID
ER
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o Z
In
-Ho
me
Tuto
rin
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orin
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m
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t Pr
ep &
Tu
tori
ng
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w.a
plus
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ring.
com
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eerL
aun
cher
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mw
ww
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eerla
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er.c
om
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b Z
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bztu
torin
g.co
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Dae
kyo
Co
., Lt
d.
ww
w.d
aeky
o.co
m
Edu
com
p S
olu
tio
ns
Ltd
.(F
orm
erly
know
n as
Edu
com
p D
atam
atic
s Lt
d.)
ww
w.e
duco
mp.
com
Gro
win
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tars
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c.w
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Mat
h!
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w.h
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ath.
net
TUTO
RIN
GTY
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Publ
ic/P
rivat
e
Priv
ate
Priv
ate/
Publ
ic(s
ervi
ces
sold
to
scho
ols)
Publ
ic/P
rivat
e
Publ
ic/P
rivat
e
Priv
ate
Priv
ate
Priv
ate/
Publ
ic(s
ervi
ces
sold
to
scho
ols)
HEA
DQ
UA
RTER
SLO
CA
TIO
N
TN PA
New
Del
hi,
Indi
a
FL
Sout
h K
orea
New
Del
hi,
Indi
a
CA
Che
nnai
, In
dia
REL
ATI
VE
U.S
.M
AR
KET
SHA
RE*
Low
Low
Low
Low
Low
Low
Low
Low
TYPE
S O
F D
ELIV
ERY
Indi
vidu
al;
Smal
l gro
up
Indi
vidu
al
Onl
ine
Indi
vidu
al;
Smal
l gro
up
Onl
ine;
Indi
vidu
al
Onl
ine
Onl
ine
Onl
ine
DES
CR
IPTI
ON
Aim
s to
del
iver
an
indi
vidu
aliz
ed a
nd f
lexi
ble
tuto
ring
prog
ram
.Tu
tors
wor
k on
e on
one
or
in s
mal
l gro
ups
at t
he s
tude
nts
hom
eor
ano
ther
loca
tion
of t
heir
choi
ce a
nd a
re m
atch
ed w
ith s
tude
nts
base
d on
nee
ds a
nd p
erso
nalit
y. D
isco
unte
d pr
ices
are
ava
ilabl
e fo
rlo
w-in
com
e an
d m
ilita
ry f
amili
es a
nd c
hild
ren
of t
each
ers
and
soci
al w
orke
rs.
Prov
ides
aca
dem
ic t
utor
ing,
tes
t pr
epar
atio
n pr
ogra
ms,
and
acad
emic
coa
chin
g at
the
com
pany
s lo
catio
ns o
r at
the
stud
ents
hom
e.
Off
ers
care
er-o
rien
ted
stu
den
t se
rvic
es,
inst
itu
tio
nal
ser
vice
ssu
ch a
s pr
ofes
sion
al d
evel
opm
ent
for
teac
hers
and
adm
inis
trat
ors
,an
d a
cad
emic
ser
vice
s in
clu
din
g t
uto
rin
g,
con
ten
t d
evel
op
men
t,an
d a
cad
emic
cal
l cen
ter
serv
ices
bas
ed o
ut
of
Ind
ia t
o s
tud
ents
in a
ny
par
t o
f th
e w
orl
d.
INTE
L C
apit
al is
a s
trat
egic
inve
sto
r in
the
com
pan
y.
Off
ers
ind
ivid
ual
tu
tori
ng
at
the
stu
den
ts h
om
e o
r an
oth
erlo
catio
n of
cho
ice.
Les
sons
are
des
igne
d to
com
plem
ent
stud
ents
ed
uca
tio
nal
an
d p
erso
nal
nee
ds,
iden
tify
ing
gap
s in
stu
den
tkn
ow
led
ge
in o
rder
to
cre
ate
cust
om
tu
tori
ng
go
als.
A K
ore
a-b
ased
co
mp
any
fou
nd
ed i
n 1
97
6 t
hat
off
ers
earl
ych
ildho
od e
duca
tion,
indi
vidu
al t
utor
ing,
and
hom
esch
oolin
g to
stud
ents
in p
rimar
y an
d m
iddl
e sc
hool
. Th
e co
mpa
ny a
lso
publ
ishe
ste
ach
ing
mat
eria
ls,
off
ers
on
line
edu
cati
on
al p
rog
ram
s, a
nd
oper
ates
inst
itute
s of
edu
catio
n. It
has
exp
ande
d its
ser
vice
s to
othe
r co
untr
ies
incl
udin
g C
hina
, Ja
pan,
Mal
aysi
a, N
ew Z
eala
nd,
and
the
Uni
ted
Stat
es.
It is
the
fla
gshi
p co
mpa
ny o
f th
e D
aeky
o G
roup
.
Pro
vid
es o
ne-
on
-on
e o
nlin
e tu
tori
ng
in m
ath
an
d s
cien
ce f
or
hig
h s
choo
l stu
dent
s. T
he s
essi
ons
are
done
thr
ough
the
Inte
rnet
and
with
a W
ebca
m.
Mat
hgur
u is
a d
ivis
ion
of E
duco
mp
Solu
tions
Ltd
.
Fou
nd
ed i
n 2
00
2.
Pro
vid
es o
ne-
on
-on
e tu
tori
ng
an
d o
nlin
ein
stru
ctio
n fo
r ch
ildre
n in
gra
des
3-12
, w
here
the
tut
ors
inte
ract
live
with
the
stu
dent
s. T
he c
ompa
ny is
bas
ed in
Fre
mon
t, C
A,
and
oper
ates
tea
chin
g ce
nter
s in
Koc
hi,
Indi
a.
Laun
ched
by
Sank
yaa
Lear
ning
, H
eyM
ath!
is a
col
labo
rativ
e ve
ntur
ebe
twee
n N
rich
Onl
ine
Mat
hs C
lub
and
the
Mill
enni
um M
athe
mat
ics
Proj
ect
of t
he U
nive
rsity
of
Cam
brid
ge,
U.K
. It
is a
n on
line
educ
a-tio
nal p
latf
orm
foc
used
on
mat
h fo
r st
uden
ts in
gra
des
5-12
, as
wel
l as
prof
essi
onal
dev
elop
men
t fo
r m
ath
teac
hers
.
* R
elat
ive
U.S
. mar
ket
shar
e ba
sed
on E
duve
ntur
es a
naly
sis
of s
urve
y da
ta, s
tate
d in
ter
ms
of e
nrol
lmen
ts; h
igh
= m
ore
than
10%
, med
ium
= 1
% t
o 10
%, l
ow =
les
s th
an 1
%.
-
Copyright 2007 Eduventures, LLC | Reproduction Prohibited page 24
Instruction for Hire: A Survey of the Private Tutoring Market
Ho
tmat
hw
ww
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mat
h.co
m
Hu
nti
ng
ton
Lea
rnin
g C
ente
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tingt
onle
arni
ng.c
om
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mo
n N
ort
h A
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ica
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w.k
umon
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Lin
dam
oo
d B
ell
Lear
nin
gPr
oce
sses
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w.lb
lp.c
om
New
ton
Lea
rnin
g(d
ivis
ion
of E
diso
n Sc
hool
s)w
ww
.new
tonl
earn
ing.
net
The
Prin
ceto
n R
evie
w
ww
w.p
rince
tonr
evie
w.c
om
SCO
RE!
(div
isio
n of
Kap
lan)
ww
w.e
scor
e.co
m
SMA
RTH
INK
ING
ww
w.s
mar
thin
king
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Sylv
an L
earn
ing
Sys
tem
s(s
ubsi
diar
y of
Edu
cate
, In
c.)
ww
w.e
duca
te.c
om
Priv
ate
Publ
ic/P
rivat
e
Publ
ic/P
rivat
e
Publ
ic/P
rivat
e
Publ
ic/P
rivat
e
Publ
ic/P
rivat
e
Priv
ate
Publ
ic/P
rivat
e
Publ
ic/P
rivat
e
CA NJ
NJ
CA
NY
NY IL DC NJ
Low
Med
ium
Med
ium
Med
ium
Med
ium
Hig
h
Hig
h
Med
ium
Hig
h
Onl
ine
Indi
vidu
al;
Smal
l gro
up
Indi
vidu
al;
Smal
l gro
up;
Larg
e gr
oup
Indi
vidu
al;
Smal
l gro
up
Larg
e gr
oup
Larg
e gr
oup;
Sm
all g
roup
Larg
e gr
oup
Onl
ine
Indi
vidu
al;
Onl
ine;
Smal
l Gro
up
Prov
ides
ste
p-by
-ste
p he
lp f
or t
he o
dd-n
umbe
red
hom
ewor
kpr
oble
ms
in p
opul
ar m
ath
text
book
s. In
clud
es s
uch
reso
urce
s as
grap
hing
cal
cula
tor
trai
ning
, re
view
less
ons,
mat
h w
orkb
ooks
,an
d m
ath
acti
viti
es.
Cre
ates
a c
ust
om
ized
in
stru
ctio
nal
pla
n f
or
stu
den
ts u
sin
gdi
agno
stic
tes
t re
sults
in c
olla
bora
tion
with
par
ents
and
tea
cher
s.Th
e co
mp
any
also
un
der
sco
res
the
nee
d f
or
imp
rove
men
t in
stu
den
t se
lf-e
stee
m a
nd
mo
tiva
tio
n.
Hel
ps
child
ren
mas
ter
mat
h a
nd
rea
din
g t
hro
ug
h K
um
on
sp
rop
riet
ary
inst
ruct
ion
al m
eth
od
. Th
e tu
tors
are
to
ute
d m
ore
as m
ento
rs o
r co
ach
es t
han
tea
cher
s.
Op
erat
es a
pp
roxi
mat
ely
40
lear
nin
g c
ente
rs o
ffer
ing
pri
mar
ilyon
e-to
-one
inst
ruct
ion.
Fou
nded
in 1
986
by N
anci
Bel
l, Pa
tric
iaLi
ndam
ood,
and
Phy
llis
Lind
amoo
d, t
he a
utho
rs o
f cr
itica
llyac
clai
med
pro
gram
s de
sign
ed t
o te
ach
child
ren
to r
ead,
spe
ll,co
mpr
ehen
d, a
nd e
xpre
ss la
ngua
ge.
Prov
ides
aca
dem
ic le
sson
s in
mat
h an
d re
adin
g fr
om a
cer
tifie
dte
ache
r us
ing
its p
ropr
ieta
ry c
urric
ulum
. D
eliv
ers
tuto
ring
thro
ugh
them
e-ba
sed
lear
ning
exp
erie
nces
, al
low
ing
stud
ents
to
prac
tice
and
appl
y sk
ills
lear
ned.
Con
cept
s ar
e al
igne
d w
ith t
hose
lear
ned
durin
g th
e sc
hool
ter
m.
Foun
ded
as a
tes
t pr
epar
ator
y co
urse
. Pr
ovid
es e
xper
t se
rvic
es o
nte
st p
rep
arat
ion
, cu
rric
ulu
m d
evel
op
men
t, a
nd
man
y o
ther
edu
cati
on
al a
spec
ts.
The
pro
pri
etar
y cu
rric
ulu
m c
om
bin
escu
sto
miz
ed a
nd
alig
ned
mat
eria
ls w
ith
in
div
idu
aliz
ed l
earn
ing
plan
s. O
nsite
pro
gram
sup
port
and
res
earc
hed
teac
hing
tec
hniq
ues
rein
forc
e st
uden
ts
core
ski
lls.
Ope
ned
first
tut
orin
g ce
nter
in C
A in
199
2, a
cqui
red
by K
apla
n in
1996
. C
urre
ntly
ope
rate
s m
ore
than
160
cen
ters
in 1
1 st
ates
.
Pro
vid
es o
nlin
e se
rvic
es t
o s
tud
ents
th
anks
to
e-
stru
cto
rs(o
nlin
e tu
tors
) 2
4 h
ou
rs a
day
, 7
day
s a
wee
k fr
om
an
yIn
tern
et c
on
nec
tio
n.
The
com
pan
y al
so p
rovi
des
so
luti
on
s to
inst
itu
tio
ns
and
th
eir
facu
lty.
Foun
ded
in 1
979,
Syl
van
Lear
ning
Sys
tem
s us
es a
ski
lls a
sses
smen
tto
ol
to i
den
tify
stu
den
ts
stre
ng
ths
and
wea
knes
ses
and
to
ind
ivid
ual
ize
the
curr
icul
um.
Sixt
y-m
inut
e tu
torin
g se
ssio
ns a
redi
vide
d be
twee
n in
stru
ctio
n an
d in
depe
nden
t pr
actic
e.
TUTO
RIN
G P
RO
VID
ERTU
TOR
ING
TYPE
HEA
DQ
UA
RTER
SLO
CA
TIO
NTY
PES
OF
DEL
IVER
YR
ELA
TIV
E U
.S.
MA
RK
ETSH
AR
E*D
ESC
RIP
TIO
N
-
Copyright 2007 Eduventures, LLC | Reproduction Prohibited page 25
Instruction for Hire: A Survey of the Private Tutoring Market
Tuto
rin
g C
lub
ww
w.t
utor
ingc
lub.
com
Tuto
rnet
ww
w.t
utor
net.
ws
Tuto
rVis
ta.c
om
ww
w.t
utor
vist
a.co
m
Un
iver
sity
In
stru
cto
rs,
Inc.
ww
w.u
nive
rsity
inst
ruct
ors.
com
Priv
ate
Priv
ate
Priv
ate
Publ
ic/P
rivat
e
NV
VA
Bang
alor
e, In
dia
VA
Med
ium
Low
Low
Med
ium
Smal
l gro
up
Onl
ine
Onl
ine
Indi
vidu
al;
Smal
l gro
up
Off
ers
a pr
ogra
m t
hat
begi
ns w
ith s
kills
ass
essm
ent
to p
inpo
int
area
s of
diff
icul
ty a
nd f
rust
atio
n fo
r st
uden
ts.
A
mas
tery
-bas
edle
arn
ing
pla
n
is d
evel
op
ed b
ased
on
th
e u
niq
ue
nee
ds
of
the
stu
den
ts.
Info
rmat
ion
ab
ou
t st
ud
ents
p
rog
ress
is s
har
ed w
ith
pare
nts
and
teac
hers
.
One
of
the
first
onl
ine
tuto
ring
com
pani
es,
foun
ded
in 1
998.
Liv
etu
torin
g vi
a th
e In
tern
et f
or e
lem
enta
ry t
o co
llege
-age
stu
dent
sw
ith t
he h
elp
of s
oftw
are
that
incl
udes
a w
hite
boar
d an
d ch
atar
ea.
The
SEC
sue
d Tu
torn
et in
200
0 fo
r m
isle
adin
g in
vest
ors
and
in 2
002
was
aw
arde
d a
$178
mill
ion
judg
men
t.
Onl
ine
tuto
ring
and
hom
ewor
k he
lp f
or K
-12
and
colle
ge s
tude
nts
thro
ugh
one-
on-o
ne o
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