Remote tutoring in language: Evidence from Paraguay

Nicolás Acevedo Rebolledo (), Gonzalo Almeyda Torres (), David Granada Donato (), María Lombardi (), Victoria Oubiña () and Pablo Zoido Lobaton ()

School of Government Working Papers from Universidad Torcuato Di Tella

Abstract: This paper evaluates a randomized remote tutoring program implemented in Paraguay, targeting 1,650 students in grades four through six with low baseline performance in Spanish language. The intervention provided two weekly 30-minute one-on-one tutoring sessions over the phone for eight weeks, using a differentiated instruction model tailored to students’ initial diagnostic assessments. Treated students showed significant learning gains: those offered tutoring scored 0.11 standard deviations higher onstandardizedlanguagetests comparedtocontrols. Effectswereconsistent across sociodemographicsubgroupsandbaselineachievementlevels. Leveraging therandomassignmentofstudentstotutors,weestimateindividualtutorvalueadded, andfindthattutoreffectsaccountfor 15%ofthevariation instudent outcomes. Tutors in the top quintile have an average value added of 0.38 standard deviations, almost four timestheoveralleffectoftheprogram,underscoringtheimportanceofindividual tutor effectiveness in scaling tutoring interventions successfully.

Keywords: Educación; Desarrollo de Habilidades; Rendimiento de la Educación; Education; Skills Development; Educational Performance (search for similar items in EconPapers)
JEL-codes: I20 I24 O15 (search for similar items in EconPapers)
Pages: 35 pages
Date: 2026-03
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