Remote Tutoring in Latin America

Facundo Albornoz, Gonzalo Almeyda, María Lombardi, Victoria Oubiña and Pablo Zoido

No 14342, IDB Publications (Working Papers) from Inter-American Development Bank

Abstract: We study the effect of a randomized one-on-one remote phone tutoring program implemented between 2021 and 2023. The intervention reached more than seven thousand students in seven Latin American countries: Argentina, Brazil, El Salvador, Guatemala, Mexico, Paraguay and Peru. The program targeted students with low initial learning levels and focused on foundational numeracy skills using a differentiated instruction approach. We find that assignment to tutoring increased student test scores by 0.2 SD. Tutoring benefited all students, with no differential effects by gender, age, socioeconomic status, or baseline scores. Students who initially reported having difficulty with concentration or memory experienced larger average effects. Finally, we find that students with lower initial performance exhibited larger improvements in more basic mathematical operations, whereas those with better performance at baseline saw larger gains in more complex operations. This underscores the importance of offering differentiated instruction based on students initial performance.

Keywords: remote tutoring; Foundational skills; Differentiated instruction; learning outcomes; Educational disparities (search for similar items in EconPapers)
JEL-codes: I20 I24 O15 (search for similar items in EconPapers)
Date: 2025-10
New Economics Papers: this item is included in nep-dev, nep-exp and nep-lam
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Persistent link: https://EconPapers.repec.org/RePEc:idb:brikps:14342

DOI: 10.18235/0013772

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