The Impact of High-Impact Tutoring on Student Attendance: Evidence from a State Initiative. EdWorkingPaper No. 24-1107
Saved in:
| Title: | The Impact of High-Impact Tutoring on Student Attendance: Evidence from a State Initiative. EdWorkingPaper No. 24-1107 |
|---|---|
| Language: | English |
| Authors: | Monica G. Lee, Susanna Loeb, Carly D. Robinson, 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: | 42 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Smith Richardson Foundation Arnold Ventures |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Tutoring, Attendance, Attendance Patterns, Learner Engagement, Educational Practices, Elementary School Students, Secondary School Students, Program Evaluation, At Risk Students, Language Arts, Mathematics Instruction |
| Geographic Terms: | District of Columbia |
| Abstract: | Student absenteeism surged during and after the pandemic, harming engagement and achievement. We evaluate the impact of Washington DC's High-Impact Tutoring (HIT) Initiative--designed to mitigate learning loss through targeted academic supports--on student absenteeism. Using daily attendance data and a within-student fixed effects design, we find that students were 1.2 percentage points less likely to be absent on days they were scheduled for tutoring, a 7.0% reduction. Bundling key features of high-impact tutoring, such as in-school delivery, smaller tutor-student ratios, and increased frequency of sessions, further amplify the effect. These results highlight HIT's potential to boost engagement while promoting equitable access to supportive learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674073 |
| Database: | ERIC |
| Abstract: | Student absenteeism surged during and after the pandemic, harming engagement and achievement. We evaluate the impact of Washington DC's High-Impact Tutoring (HIT) Initiative--designed to mitigate learning loss through targeted academic supports--on student absenteeism. Using daily attendance data and a within-student fixed effects design, we find that students were 1.2 percentage points less likely to be absent on days they were scheduled for tutoring, a 7.0% reduction. Bundling key features of high-impact tutoring, such as in-school delivery, smaller tutor-student ratios, and increased frequency of sessions, further amplify the effect. These results highlight HIT's potential to boost engagement while promoting equitable access to supportive learning environments. |
|---|
