The Impressive Effects of Tutoring on Prek-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence

Nickow, Andre; Oreopoulos, Philip; Quan, Vincent

doi:10.2139/ssrn.3644077

Cited by 38 publications

(71 citation statements)

References 58 publications

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“…In more recent years, a great deal of research on tutoring has established that more costeffective forms of tutoring can be as effective as Reading Recovery. In particular, evidence has established the following key findings for successful tutoring: (see Gersten et al, 2020;Neitzel et al, 2021;Nickow et al, 2020;Pellegrini et al, 2021;Wanzek et al, 2016) • Teaching assistants and "paid volunteers" (e.g., AmeriCorps members) serving as tutors can obtain the same outcomes as certified teacher-tutors, using structured materials and methods.…”

Section: Cost and Cost Effectivenessmentioning

confidence: 99%

Controversies behind COVID learning loss: Historical issues, current measurements, and future strategies

Zhang

Storey

2022

Theory Into Practice

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Cover photo: Shutterstock Dr. Robert Slavin and his wife, Nancy Madden, are the leaders and co-founders of the Success for All Foundation, and they developed the Tutoring with the Lightning Squad (TWLS) program based on their research. Slavin did not participate in the research and writing of Part Two of this report, but Madden was a key informant for the discussion of TWLS given her on-going role with the program. Slavin reviewed and commented on the draft and helped craft the report's recommendations.

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Section: Cost and Cost Effectivenessmentioning

confidence: 99%

Controversies behind COVID learning loss: Historical issues, current measurements, and future strategies

Zhang

Storey

2022

Theory Into Practice

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“…Pellegrini et al (2018) found an average effect size of 0.25 for combined one-to-one and small-group tutoring in math. Nickow, Oreopoulos, and Quan (2020) examined RCTs in pre-K to Grade 12 of tutoring, defined as one-on-one or small-group instructional programming by teachers, paraprofessionals, volunteers, or parents, and found an overall pooled effect size of 0.37. Ritter et al (2006) reviewed the effectiveness of volunteer tutoring programmes for improving the academic skills of student enroled in Grades K-8 (in the United States), and found effect sizes of 0.30 for reading outcomes and 0.27 in mathematics.…”

Section: Coaching Of Personnelmentioning

confidence: 99%

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Dietrichson

Filges

Seerup

et al. 2021

Campbell Systematic Reviews

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Background: Low levels of numeracy and literacy skills are associated with a range of negative outcomes later in life, such as reduced earnings and health. Obtaining information about effective interventions for children with or at risk of academic difficulties is therefore important.Objectives: The main objective was to assess the effectiveness of interventions targeting students with or at risk of academic difficulties in kindergarten to Grade 6.Search Methods: We searched electronic databases from 1980 to July 2018. We searched multiple international electronic databases (in total 15), seven national repositories, and performed a search of the grey literature using governmental sites, academic clearinghouses and repositories for reports and working papers, and trial registries (10 sources). We hand searched recent volumes of six journals and contacted international experts. Lastly, we used included studies and 23 previously published reviews for citation tracking.Selection Criteria: Studies had to meet the following criteria to be included:• Population: The population eligible for the review included students attending regular schools in kindergarten to Grade 6, who were having academic difficulties, or were at risk of such difficulties.• Intervention: We included interventions that sought to improve academic skills, were conducted in schools during the regular school year, and were targeted (selected or indicated).• Comparison: Included studies used an intervention-control group design or a comparison group design. We included randomised controlled trials (RCT); quasirandomised controlled trials (QRCT); and quasi-experimental studies (QES).• Outcomes: Included studies used standardised tests in reading or mathematics.

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“…Rather, our descriptive results might nudge policymakers to consider a broad spectrum of other cost-effective evidence-based policies benefiting disadvantaged students. For example, experimental evidence supports the expansion of tutoring (Nickow et al, 2020) and "No Excuses" charter schools in urban areas (Chabrier et al, 2016;Gleason, 2019). In addition, well-implemented policies that target early learners may disrupt the predictability of student achievement gaps that form as soon as children enter school and stay at a similar level in the early elementary grades (Duncan & Magnuson, 2011).…”

Section: Policy Implicationsmentioning

confidence: 99%

“…In addition, well-implemented policies that target early learners may disrupt the predictability of student achievement gaps that form as soon as children enter school and stay at a similar level in the early elementary grades (Duncan & Magnuson, 2011). For instance, experimental evidence demonstrates that tutoring has especially strong impacts on literacy for students in early grades (Nickow et al, 2020), as does coaching of teachers (Kraft et al, 2018), and being taught by a teacher from Teach for America (Clark & Isenberg, 2020).…”

Section: Policy Implicationsmentioning

confidence: 99%

Do Low-Income Students Have Equal Access to Effective Teachers?

Isenberg

Max²,

Gleason³

et al. 2021

Educational Evaluation and Policy Analysis

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We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers.

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The Impressive Effects of Tutoring on Prek-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence

Cited by 38 publications

References 58 publications

Controversies behind COVID learning loss: Historical issues, current measurements, and future strategies

Controversies behind COVID learning loss: Historical issues, current measurements, and future strategies

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Do Low-Income Students Have Equal Access to Effective Teachers?

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