The Effect of Student-Tutor Ratios: Experimental Evidence from a Pilot Online Math Tutoring Program
Saved in:
| Title: | The Effect of Student-Tutor Ratios: Experimental Evidence from a Pilot Online Math Tutoring Program |
|---|---|
| Language: | English |
| Authors: | Matthew A. Kraft (ORCID |
| Source: | Educational Evaluation and Policy Analysis. 2026 48(3):1236-1244. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Teacher Student Ratio, Tutors, Middle School Students, Mathematics Achievement, Small Group Instruction, Individual Instruction, Electronic Learning, Mathematics Instruction, Achievement Gains |
| Geographic Terms: | North Dakota |
| DOI: | 10.3102/01623737251364573 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | Budget constraints and limited tutor supply have caused many K-12 school districts to pivot from individual tutoring toward small-group tutoring to expand access to personalized instruction. We conduct a pilot experiment to contrast the effects of student-tutor ratios on middle school students' math achievement and growth during an online tutoring program. We leverage a novel feature of the program where tutors often taught individual and small-group tutoring sessions, allowing them to directly compare their experiences across these settings. Both experimental estimates and tutor survey responses provide suggestive evidence that 1:1 tutoring is more effective than 3:1 tutoring in an online setting. Tutoring small groups online presents additional challenges for personalizing instruction, developing relationships, fostering participation, and managing student behavior. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1517051 |
| Database: | ERIC |
| Abstract: | Budget constraints and limited tutor supply have caused many K-12 school districts to pivot from individual tutoring toward small-group tutoring to expand access to personalized instruction. We conduct a pilot experiment to contrast the effects of student-tutor ratios on middle school students' math achievement and growth during an online tutoring program. We leverage a novel feature of the program where tutors often taught individual and small-group tutoring sessions, allowing them to directly compare their experiences across these settings. Both experimental estimates and tutor survey responses provide suggestive evidence that 1:1 tutoring is more effective than 3:1 tutoring in an online setting. Tutoring small groups online presents additional challenges for personalizing instruction, developing relationships, fostering participation, and managing student behavior. |
|---|---|
| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737251364573 |
