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The Effect of Student-Tutor Ratios: Experimental Evidence from a Pilot Online Math Tutoring Program

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Title: The Effect of Student-Tutor Ratios: Experimental Evidence from a Pilot Online Math Tutoring Program
Language: English
Authors: Matthew A. Kraft (ORCID 0000-0002-3889-8413), Virginia S. Lovison
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
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  Data: The Effect of Student-Tutor Ratios: Experimental Evidence from a Pilot Online Math Tutoring Program
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  Data: <searchLink fieldCode="AR" term="%22Matthew+A%2E+Kraft%22">Matthew A. Kraft</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3889-8413">0000-0002-3889-8413</externalLink>)<br /><searchLink fieldCode="AR" term="%22Virginia+S%2E+Lovison%22">Virginia S. Lovison</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2026 48(3):1236-1244.
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  Data: 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
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  Data: 9
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Ratio%22">Teacher Student Ratio</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Instruction%22">Individual Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Dakota%22">North Dakota</searchLink>
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  Data: 10.3102/01623737251364573
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  Label: Abstract
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  Data: 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.
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        Value: 10.3102/01623737251364573
    Languages:
      – Text: English
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      Pagination:
        PageCount: 9
        StartPage: 1236
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      – SubjectFull: Teacher Student Ratio
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Small Group Instruction
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      – SubjectFull: Individual Instruction
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: North Dakota
        Type: general
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      – TitleFull: The Effect of Student-Tutor Ratios: Experimental Evidence from a Pilot Online Math Tutoring Program
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              Y: 2026
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