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The Impact of High-Impact Tutoring on Student Attendance: Evidence from a State Initiative. EdWorkingPaper No. 24-1107

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Title: The Impact of High-Impact Tutoring on Student Attendance: Evidence from a State Initiative. EdWorkingPaper No. 24-1107
Language: English
Authors: Monica G. Lee, Susanna Loeb, Carly D. Robinson, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
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: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 42
Publication Date: 2025
Sponsoring Agency: Smith Richardson Foundation
Arnold Ventures
Document Type: Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Tutoring, Attendance, Attendance Patterns, Learner Engagement, Educational Practices, Elementary School Students, Secondary School Students, Program Evaluation, At Risk Students, Language Arts, Mathematics Instruction
Geographic Terms: District of Columbia
Abstract: Student absenteeism surged during and after the pandemic, harming engagement and achievement. We evaluate the impact of Washington DC's High-Impact Tutoring (HIT) Initiative--designed to mitigate learning loss through targeted academic supports--on student absenteeism. Using daily attendance data and a within-student fixed effects design, we find that students were 1.2 percentage points less likely to be absent on days they were scheduled for tutoring, a 7.0% reduction. Bundling key features of high-impact tutoring, such as in-school delivery, smaller tutor-student ratios, and increased frequency of sessions, further amplify the effect. These results highlight HIT's potential to boost engagement while promoting equitable access to supportive learning environments.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED674073
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Impact of High-Impact Tutoring on Student Attendance: Evidence from a State Initiative. EdWorkingPaper No. 24-1107
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  Data: 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: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: <searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance+Patterns%22">Attendance Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22District+of+Columbia%22">District of Columbia</searchLink>
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  Data: Student absenteeism surged during and after the pandemic, harming engagement and achievement. We evaluate the impact of Washington DC's High-Impact Tutoring (HIT) Initiative--designed to mitigate learning loss through targeted academic supports--on student absenteeism. Using daily attendance data and a within-student fixed effects design, we find that students were 1.2 percentage points less likely to be absent on days they were scheduled for tutoring, a 7.0% reduction. Bundling key features of high-impact tutoring, such as in-school delivery, smaller tutor-student ratios, and increased frequency of sessions, further amplify the effect. These results highlight HIT's potential to boost engagement while promoting equitable access to supportive learning environments.
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  Data: ED674073
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      – Text: English
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      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Attendance Patterns
        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Educational Practices
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Program Evaluation
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      – SubjectFull: At Risk Students
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      – SubjectFull: Language Arts
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: District of Columbia
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