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Online tutoring works: Experimental evidence from a program with vulnerable children

Author

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  • Gortazar, Lucas
  • Hupkau, Claudia
  • Roldán-Monés, Antonio

Abstract

We provide evidence from a randomized controlled trial on the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods. The intensive, eight-week-long program was delivered in groups of two students during after-school hours, mostly by qualified math teachers. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.49 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school. The two-on-one design allows us to significantly reduce costs and improve scalability, while showing similar results as one-on-one tutoring programs.

Suggested Citation

  • Gortazar, Lucas & Hupkau, Claudia & Roldán-Monés, Antonio, 2024. "Online tutoring works: Experimental evidence from a program with vulnerable children," Journal of Public Economics, Elsevier, vol. 232(C).
    • Handle: RePEc:eee:pubeco:v:232:y:2024:i:c:s0047272724000185
    DOI: 10.1016/j.jpubeco.2024.105082
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    More about this item

    Keywords

    Online tutoring; Mentoring; RCT; Mathematics; Child outcomes;
    All these keywords.

    JEL classification:

    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare

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