Experimental Evidence on the Impact of Tutoring Format and Tutors: Findings from an Early Literacy Tutoring Program. EdWorkingPaper No. 25-1176
Saved in:
| 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 |
Be the first to leave a comment!
