Beyond the One-Teacher Model: Experimental Evidence on Using Embedded Paraprofessionals as Personalized Instructors. EdWorkingPaper No. 25-1326
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| Title: | Beyond the One-Teacher Model: Experimental Evidence on Using Embedded Paraprofessionals as Personalized Instructors. EdWorkingPaper No. 25-1326 |
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| Language: | English |
| Authors: | Elizabeth Huffaker, Monica G. Lee, Helen Zhou, Carly D. Robinson, Susanna Loeb, 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: | Arnold Ventures Smith Richardson Foundation |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Paraprofessional School Personnel, Individualized Instruction, Tutoring, Mathematics Instruction, Emergent Literacy, Kindergarten, Young Children, Grade 1, Numeracy, Program Effectiveness, Reading Achievement, Mathematics Achievement, Academic Achievement, Reading Instruction, Program Implementation |
| Abstract: | Using embedded paraprofessionals to provide personalized instruction is a promising model for differentiating instruction within the classroom. This study examines two randomized controlled trials of paraprofessional-led tutoring in early-grade math and literacy. However, intent-to-treat (ITT) analyses revealed no overall achievement impacts for either program. We then explore two mechanisms that have surfaced in the tutoring literature as central efficacy moderators--dosage and tailoring--as plausible explanations to these results. While dosage was low for both programs, we estimate significant benefits from treatment assignment at higher-dosage campuses in numeracy (i.e., up to 0.28 SD at 80% progression) but no effect at any level of observed dosage on literacy. Curricular analysis revealed the literacy program's rigid structure may have impeded adaptation to student proficiency while student skill did not predict differences in numeracy program impacts. Supplemented by tutor survey data, these findings suggest that successful implementation of para-tutoring may depend on role prioritization, instructional coordination, and the use of student data to provide responsive instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678268 |
| Database: | ERIC |
| Abstract: | Using embedded paraprofessionals to provide personalized instruction is a promising model for differentiating instruction within the classroom. This study examines two randomized controlled trials of paraprofessional-led tutoring in early-grade math and literacy. However, intent-to-treat (ITT) analyses revealed no overall achievement impacts for either program. We then explore two mechanisms that have surfaced in the tutoring literature as central efficacy moderators--dosage and tailoring--as plausible explanations to these results. While dosage was low for both programs, we estimate significant benefits from treatment assignment at higher-dosage campuses in numeracy (i.e., up to 0.28 SD at 80% progression) but no effect at any level of observed dosage on literacy. Curricular analysis revealed the literacy program's rigid structure may have impeded adaptation to student proficiency while student skill did not predict differences in numeracy program impacts. Supplemented by tutor survey data, these findings suggest that successful implementation of para-tutoring may depend on role prioritization, instructional coordination, and the use of student data to provide responsive instruction. |
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