Self-regulatory Failures Behaviors Scale
Category: Student Well-Being
Abstract: Student absenteeism surged during and after the pandemic, harming engagement and achievement. We evaluate the impact of Washington DC’s High-Impact Tutoring (HIT) Initiative—designed to mitigate learning loss through targeted academic supports—on student absenteeism. Using daily attendance data and a within-student fixed effects design, we find that students were 1.2 percentage points less likely to be absent on days they were scheduled for tutoring, a 7.0% reduction. Bundling key features of high-impact tutoring, such as in-school delivery, smaller tutor–student ratios, and increased frequency of sessions, further amplify the effect. These results highlight HIT’s potential to boost engagement while promoting equitable access to supportive learning environments.
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Citation
Document Object Identifier (DOI)
10.26300/wghb-4864
EdWorkingPaper suggested citation:
Lee, Monica G., Susanna Loeb, and Carly D. Robinson. (). The Effects of High-Impact Tutoring on Student Attendance: Evidence from a State Initiative. (EdWorkingPaper: -1107). Retrieved from
Annenberg Institute at Brown University: https://doi.org/10.26300/wghb-4864In the News
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A Flypaper review on whether high-impact tutoring gets students to come to school. It reports Monica Lee, Susanna Loeb, and Carly Robinson's finding from Washington, D.C., that absences fell on scheduled tutoring days.
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A K-12 Dive brief on evidence that high-impact tutoring lowers student absences. It reports and links the Stanford National Student Support Accelerator study of D.C.'s tutoring initiative posted as an Annenberg working paper (authors not named in the article).
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A Proof Points column questioning whether tutoring meaningfully improves school attendance. It discusses the paper by Monica Lee and colleagues analyzing tutoring schedules in Washington, D.C., which found students were less likely to be absent on tutoring days.
