@techreport{ai26-1562,
  title = {{Helping the Many by Tutoring the Few: The Social Multiplier of Early Literacy Instruction}},
  author = {Paul Bingley and Jens Dietrichson and Mette Friis-Hansen and Vibeke Myrup Jensen},
  institution = {Annenberg Institute at Brown University},
  type = {EdWorkingPaper},
  number = {26-1562},
  year = {2026},
  month = {August},
  doi = {10.26300/xnz7-3z53},
  url = {https://edworkingpapers.com/ai26-1562},
  abstract = {Tutoring is almost always evaluated by randomizing students within schools, a design that differences out any spillover onto classmates. We instead randomize 81 Danish schools and 2,583 kindergartners, tutoring a few children in each and testing all. Decoding improved 0.38 standard deviations among the pre-registered target group and 0.27 SD school-wide. Bounds requiring only the test’s range and random assignment show that never-tutored peers gained at least 0.19 SD, implying a social multiplier of at least three. Tutors were the schools’ own staff, so costs were low. Evaluations of targeted tutoring understate its value two- to threefold.},
}