Self-Regulated Strategies for School Writing Tasks (SRSSWT)
Category: Student Learning
This study examines the impact of a high-dosage tutoring program, characterized by low tutor-to-student-ratio, on the literacy achievement of students in grades two through five in a midsized suburban school district in the southeastern United States. Using a student-level randomized controlled trial, 333 students were randomly assigned to either receive tutoring during the intervention period of the school day or continue with business as usual. While the average treatment effect on literacy achievement is not statistically significant across the full sample, analysis reveals a significant positive impact of 0.2 standard deviations for students with lower baseline achievement, those most in need of high-dosage tutoring, accompanied by a negative impact for the higher achieving students. These findings underscore the importance of tailoring high-dosage tutoring interventions to student needs and suggest that differentiated implementation may be important to maximizing benefits of such programs across diverse learner profiles.
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Document Object Identifier (DOI)
10.26300/e6nm-k121
