The study, posted by the Annenberg Institute at Brown University, looked at the High-Impact Tutoring Initiative launched in 2021 to provide math and reading tutoring across 141 Washington, D.C., public K-12 schools — with the greatest focus on serving at-risk students.
Students from 141 schools participated in tutoring funded by the District of Columbia Office of the State Superintendent of Education during the 2022-2023 school year at schools and community hubs. On average, the probability of being absent was 1.2 percentage points lower on days that a student had a tutoring session scheduled, representing a 7% decrease in students’ overall likelihood of being absent, the Stanford study found.