Online tutoring works: Experimental evidence from a program with vulnerable children

Resource type
Journal Article
Authors/contributors
Title
Online tutoring works: Experimental evidence from a program with vulnerable children
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 in groups of two students during after-school hours, mostly by qualified math teachers. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.49 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school. The two-on-one design allows us to significantly reduce costs and improve scalability, while showing similar results as one-on-one tutoring programs.
Publication
Journal of Public Economics
Volume
232
Pages
105082
Date
2024-04-01
Journal Abbr
Journal of Public Economics
ISSN
0047-2727
Short Title
Online tutoring works
Accessed
19/03/2024, 23:26
Library Catalogue
ScienceDirect
Citation
Gortazar, L., Hupkau, C., & Roldán-Monés, A. (2024). Online tutoring works: Experimental evidence from a program with vulnerable children. Journal of Public Economics, 232, 105082. https://doi.org/10.1016/j.jpubeco.2024.105082