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Online tutoring works: Experimental evidence from a program with vulnerable children

Lucas Gortazar,
Claudia Hupkau,
Antonio Roldan

We provide evidence from a randomized controlled trial on the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods. The intensive, eight-week-long program was delivered by qualified math teachers in groups of two students during after-school hours. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.48 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school.

Keywords
Tutoring, Covid-19, mentoring, RCT, mathematics, child outcomes
Education level
K-12 Education
Topics
Student Learning
Tags
Tutoring,
Mathematics education,
Covid-19 recovery
Download 03/2023
Document Object Identifier (DOI)
10.26300/tpxj-qs08
EdWorkingPaper suggested citation:
Gortazar, Lucas, Claudia Hupkau, and Antonio Roldan. (). Online tutoring works: Experimental evidence from a program with vulnerable children. (EdWorkingPaper: -743). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/tpxj-qs08

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