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

Kalena E. Cortes (), Karen Kortecamp (), Susanna Loeb () and Carly D. Robinson ()
Additional contact information
Kalena E. Cortes: Texas A&M University
Karen Kortecamp: George Washington University
Susanna Loeb: Stanford University
Carly D. Robinson: Stanford University

No 16712, IZA Discussion Papers from Institute of Labor Economics (IZA)

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.

Keywords: randomized control trial; literacy gains; high-impact tutoring (search for similar items in EconPapers)
JEL-codes: I20 I21 I24 I26 (search for similar items in EconPapers)
Pages: 35 pages
Date: 2024-01
New Economics Papers: this item is included in nep-exp and nep-ure
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Published - published as 'A scalable approach to high-impact tutoring for young readers' in: Learning and Instruction, 2025, 95, 102021

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