This article discusses two large-scale randomized controlled trials of a high dosage tutoring program for secondary school students in Chicago in order to determine the academic outcomes for economically disadvantaged students.
Improving academic outcomes for economically disadvantaged students has proven challenging, particularly for children at older ages. the authors present two large-scale randomized controlled trials of a high dosage tutoring program delivered to secondary school students in Chicago. One innovation is to use paraprofessional tutors to hold down cost, thereby increasing scalability. Participating in math tutoring increases math test scores by 0.18 to 0.40 standard deviations and increases math and non-math course grades. These effects persist into future years. The data are consistent with increased personalization of instruction as a mechanism. The benefit-cost ratio is comparable to many successful early childhood programs. (Published Abstract Provided)
Downloads
Similar Publications
- Pathways From Childhood Maltreatment to Adult Drug Use: The Distinct Roles of Internalizing and Externalizing Symptoms
- Online Commercial Sexual Exploitation of Children in a National Victim Survey
- Evaluating a Cognitive Behavioral Approach for Improving Life Outcomes of Underserved Young Women: A Randomized Experiment in Chicago