The Trade-Off between Quality and Quantity: Evidence from a Field Experiment on Tutoring. EdWorkingPaper No. 26-1379
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| Title: | The Trade-Off between Quality and Quantity: Evidence from a Field Experiment on Tutoring. EdWorkingPaper No. 26-1379 |
|---|---|
| Language: | English |
| Authors: | Rohen Shah, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2026. |
| 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: | 18 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Tutoring, Mathematics Instruction, Middle School Students, Instructional Effectiveness, Small Group Instruction, Mathematics Skills, Student Improvement, Mathematics Achievement, Program Evaluation, Achievement Tests, Outcomes of Education, Educational Quality |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| Abstract: | High-dosage tutoring has the potential to substantially raise adolescent academic achievement. However, at scale, schools may not have the financial ability to deliver small-group tutoring frequently. In this paper, I test the relative importance of group size (quality) versus tutoring frequency (quantity). I evaluate the impact of an in-school math tutoring program in a middle school in the Midwestern United States. Students are randomized to either 1) control, 2) receive tutoring twice a week in 2-student groups, or 3) receive tutoring three times a week in 3-student groups. Importantly, the total cost per student is the same in both treatment conditions. I find that the 2-student group tutoring led to a significant improvement in math skills (0.23 SD), whereas the equal-cost, more frequent tutoring in the 3-student groups did not lead to a significant improvement in math skills. [This study was funded by Accelerate.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678329 |
| Database: | ERIC |
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