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

Gortazar, Lucas, Hupkau, Claudia ORCID: 0000-0002-7545-3835 and Roldán-Monés, Antonio (2024) Online tutoring works: experimental evidence from a program with vulnerable children. Journal of Public Economics, 232. ISSN 0047-2727

Text (Online tutorial works) - Published Version Available under License Creative Commons Attribution. Download (1MB)

• Author
• Scopus publication

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.

Item Type:	Article
Official URL:	https://www.sciencedirect.com/journal/journal-of-p...
Additional Information:	© 2024 The Author(s)
Divisions:	Centre for Economic Performance Social Policy
Subjects:	L Education H Social Sciences
Date Deposited:	06 Mar 2024 11:33
Last Modified:	15 Nov 2024 04:12
URI:	http://eprints.lse.ac.uk/id/eprint/122216

Actions (login required)

View Item