| 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 |