What Impacts Should We Expect from Tutoring at Scale? Exploring Meta-Analytic Generalizability. EdWorkingPaper No. 24-1031
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| Title: | What Impacts Should We Expect from Tutoring at Scale? Exploring Meta-Analytic Generalizability. EdWorkingPaper No. 24-1031 |
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| Language: | English |
| Authors: | Matthew A. Kraft, Beth E. Schueler, Grace Falken, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
| Peer Reviewed: | N |
| Page Count: | 88 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) William T. Grant Foundation |
| Document Type: | Information Analyses Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Standardized Tests, Tutoring, COVID-19, Pandemics, Instructional Effectiveness, Program Implementation, Program Effectiveness, Mathematics Tests, Reading Tests, Elementary School Students, Secondary School Students, Measurement Objectives |
| Abstract: | U.S. public schools are engaged in an unprecedented effort to expand tutoring in the wake of the COVID-19 pandemic. Broad-based support for scaling tutoring emerged, in part, because of the large effects on student achievement found in prior meta-analyses. We conduct an expanded meta-analysis of 265 randomized controlled trials and explore how estimates change when we better align our sample with a policy-relevant target of inference: large-scale tutoring programs in the U.S. aiming to improve standardized test performance. Pooled effect sizes from studies with stronger target-equivalence remain meaningful but are only a third to a half as large as those from our full sample. This result is driven by stark declines in pooled effect sizes as program scale increases. We explore four hypotheses for this pattern and document how a bundled package of recommended design features serves to partially inoculate programs from these attenuated effects at scale. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED661550 |
| Database: | ERIC |
| Abstract: | U.S. public schools are engaged in an unprecedented effort to expand tutoring in the wake of the COVID-19 pandemic. Broad-based support for scaling tutoring emerged, in part, because of the large effects on student achievement found in prior meta-analyses. We conduct an expanded meta-analysis of 265 randomized controlled trials and explore how estimates change when we better align our sample with a policy-relevant target of inference: large-scale tutoring programs in the U.S. aiming to improve standardized test performance. Pooled effect sizes from studies with stronger target-equivalence remain meaningful but are only a third to a half as large as those from our full sample. This result is driven by stark declines in pooled effect sizes as program scale increases. We explore four hypotheses for this pattern and document how a bundled package of recommended design features serves to partially inoculate programs from these attenuated effects at scale. |
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