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High-Impact Tutoring: State of the Research and Priorities for Future Learning

Research consistently demonstrates that tutoring interventions have substantial positive effects on student learning. As a result, tutoring has emerged as a promising strategy for addressing COVID-related learning loss and affording greater educational opportunities for students living in poverty. The effectiveness of tutoring programs, however, varies greatly, and these variations may drive differential gains in student learning. Therefore, determining the program characteristics that do and do not drive positive student outcomes will be key to providing guidance for policymakers and practitioners who want to implement high-impact tutoring at scale. Our goal is to highlight the programs, characteristics, and conditions that evidence suggests make for effective tutoring and to create an evidence-based framework for delivering and evaluating tutoring interventions. In addition, we identify promising questions for future research.

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Document Object Identifier (DOI)
10.26300/qf76-rj21

EdWorkingPaper suggested citation:

Robinson, Carly D., and Susanna Loeb. (). High-Impact Tutoring: State of the Research and Priorities for Future Learning. (EdWorkingPaper: 21-384). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/qf76-rj21

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