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A Scalable Approach to High-Impact Tutoring for Young Readers: Results of a Randomized Controlled Trial

Author

Listed:
  • Cortes, Kalena E.

    (Texas A&M University)

  • Kortecamp, Karen

    (George Washington University)

  • Loeb, Susanna

    (Stanford University)

  • Robinson, Carly D.

    (Stanford University)

Abstract

This paper presents the results from a randomized controlled trial of Chapter One, an early elementary reading tutoring program that embeds part-time tutors into the classroom to provide short bursts of 1:1 instruction. Eligible kindergarten students were randomly assigned to receive supplementary tutoring during the 2021-22 school year (N=818). The study occurred in a large Southeastern district serving predominantly Black and Hispanic students. Students assigned to the program were over two times more likely to reach the program's target reading level by the end of kindergarten (70% vs. 32%). The results were largely homogenous across student populations and extended to district-administered assessments. These findings provide promising evidence of an affordable and sustainable approach for delivering personalized reading tutoring at scale.

Suggested Citation

  • Cortes, Kalena E. & Kortecamp, Karen & Loeb, Susanna & Robinson, Carly D., 2024. "A Scalable Approach to High-Impact Tutoring for Young Readers: Results of a Randomized Controlled Trial," IZA Discussion Papers 16712, IZA Network @ LISER.
    • Handle: RePEc:iza:izadps:dp16712
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    References listed on IDEAS

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    1. Carolyn J. Heinrich & Patricia Burch & Annalee Good & Rudy Acosta & Huiping Cheng & Marcus Dillender & Christi Kirshbaum & Hiren Nisar & Mary Stewart, 2014. "Improving the Implementation and Effectiveness of Out‐of‐School‐Time Tutoring," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 33(2), pages 471-494, March.
    2. Andre Nickow & Philip Oreopoulos & Vincent Quan, 2020. "The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence," NBER Working Papers 27476, National Bureau of Economic Research, Inc.
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    Cited by:

    1. Rohen Shah, 2026. "The Trade-off between Quality and Quantity: Evidence from a Field Experiment on Tutoring," Cowles Foundation Discussion Papers 2493, Cowles Foundation for Research in Economics, Yale University.

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    Keywords

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    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education

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