Practical Measures, Routines & Representations (PMR²) Whole Class Discussion Survey
Category: Student Learning
High-dosage tutoring has the potential to substantially raise adolescent academic achievement. However, at scale, schools may not have the financial ability to deliver small-group tutoring frequently. In this paper, I test the relative importance of group size (quality) versus tutoring frequency (quantity). I evaluate the impact of an in-school math tutoring program in a middle school in the Midwestern United States. Students are randomized to either 1) control, 2) receive tutoring twice a week in 2-student groups, or 3) receive tutoring three times a week in 3-student groups. Importantly, the total cost per student is the same in both treatment conditions. I find that the 2-student group tutoring led to a significant improvement in math skills (0.23 SD), whereas the equal-cost, more frequent tutoring in the 3-student groups did not lead to a significant improvement in math skills.
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Document Object Identifier (DOI)
10.26300/ma7z-9x69
