The paper comes from researchers at the National Student Support Accelerator, a program of the SCALE Initiative at Stanford University that studies high-impact tutoring. They tested a tutoring intervention called Chapter One, in which part-time tutors delivered 5-10 minute lessons throughout the school day, while students were still in their regular classrooms.
“There is a lot of evidence saying that intensive tutoring works if implementation is good. But implementation is very difficult,” said Jilli Jung, a postdoctoral researcher at Stanford, and the lead author on the study.