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Online Tutoring Works: Experimental Evidence from a Program with Vulnerable Children. Discussion Paper No. 1908

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Bibliographic Details
Title: Online Tutoring Works: Experimental Evidence from a Program with Vulnerable Children. Discussion Paper No. 1908
Language: English
Authors: Gortazar, Lucas, Hupkau, Claudia, Roldán, Antonio, London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Source: Centre for Economic Performance. 2023.
Availability: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Peer Reviewed: N
Page Count: 57
Publication Date: 2023
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: Secondary Education
Descriptors: Tutoring, Computer Mediated Communication, Electronic Learning, At Risk Students, Instructional Effectiveness, Mathematics Instruction, Secondary School Students, Disadvantaged Environment, Scores, Standardized Tests, Grades (Scholastic), Grade Repetition, Aspiration, Student Motivation, Intention, Evidence, Foreign Countries, Program Effectiveness
Geographic Terms: Spain
ISSN: 2042-2695
Abstract: We provide evidence from a randomized controlled trial on the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods. The intensive, eight-week-long program was delivered by qualified math teachers in groups of two students during after-school hours. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.48 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school.
Abstractor: As Provided
Entry Date: 2023
Accession Number: ED629721
Database: ERIC
Description
Abstract:We provide evidence from a randomized controlled trial on the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods. The intensive, eight-week-long program was delivered by qualified math teachers in groups of two students during after-school hours. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.48 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school.
ISSN:2042-2695