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Experimental Evidence on the Impact of Tutoring Format and Tutors: Findings from an Early Literacy Tutoring Program. EdWorkingPaper No. 25-1176

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Title: Experimental Evidence on the Impact of Tutoring Format and Tutors: Findings from an Early Literacy Tutoring Program. EdWorkingPaper No. 25-1176
Language: English
Authors: Shirin Hashim, Katharine Pace Miles, Erin Croke, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 49
Publication Date: 2025
Sponsoring Agency: Tiger Foundation
Heckscher Foundation for Children
Altman Foundation
The Fund for Public Schools
Robin Hood Foundation
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Elementary Education
Grade 1
Primary Education
Grade 2
Grade 3
Descriptors: In Person Learning, Electronic Learning, Tutoring, Emergent Literacy, College Students, Reading Instruction, Grade 1, Grade 2, Grade 3, Elementary School Students, College School Cooperation, Summer Programs, Interpersonal Relationship, Program Effectiveness
Geographic Terms: New York (New York)
Abstract: This study presents the first within-program, within-tutor experimental evidence comparing the impact of in-person versus remote tutoring. Based on results from an early literacy tutoring initiative delivered by university students over Summer 2023, we find no statistically significant differences in students' literacy outcomes by instructional modality. However, students receiving in-person tutoring exhibited higher attendance rates and tutors reported closer relationships with their in-person students. Notably, we find substantial variation in students' outcomes due to differences among tutors, while these effects do not vary by modality. These findings suggest that while differences between in-person and remote tutoring may exist, the advantages of having a proficient tutor greatly outweigh these disparities. The study underscores the efficacy of remote tutoring, particularly when geographical constraints are a factor, and highlights the necessity of including interpersonal skills in tutor training, ensuring consistent attendance and program fidelity, and identifying and retaining highly effective tutors to maximize student learning. [Additional funding for this report was provided by the Benedict Silverman Foundation and the NYC Summer Youth Employment Fund.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED674069
Database: ERIC
FullText Text:
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: Tiger Foundation<br />Heckscher Foundation for Children<br />Altman Foundation<br />The Fund for Public Schools<br />Robin Hood Foundation
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  Data: This study presents the first within-program, within-tutor experimental evidence comparing the impact of in-person versus remote tutoring. Based on results from an early literacy tutoring initiative delivered by university students over Summer 2023, we find no statistically significant differences in students' literacy outcomes by instructional modality. However, students receiving in-person tutoring exhibited higher attendance rates and tutors reported closer relationships with their in-person students. Notably, we find substantial variation in students' outcomes due to differences among tutors, while these effects do not vary by modality. These findings suggest that while differences between in-person and remote tutoring may exist, the advantages of having a proficient tutor greatly outweigh these disparities. The study underscores the efficacy of remote tutoring, particularly when geographical constraints are a factor, and highlights the necessity of including interpersonal skills in tutor training, ensuring consistent attendance and program fidelity, and identifying and retaining highly effective tutors to maximize student learning. [Additional funding for this report was provided by the Benedict Silverman Foundation and the NYC Summer Youth Employment Fund.]
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  Data: 2025
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  Data: ED674069
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 49
    Subjects:
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
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      – SubjectFull: Grade 3
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: College School Cooperation
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      – SubjectFull: Summer Programs
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: New York (New York)
        Type: general
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      – TitleFull: Experimental Evidence on the Impact of Tutoring Format and Tutors: Findings from an Early Literacy Tutoring Program. EdWorkingPaper No. 25-1176
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