 Remote Tutoring in Latin AmericaFacundo Albornoz-Crespo, Gonzalo Almeyda Torres, Lombardi, MarÃa, Oubiña, Victoria and Pablo Zoido No 20272, CEPR Discussion Papers from Centre for Economic Policy Research Abstract: We study the effect of a randomized one-on-one remote phone tutoring program implemented between 2021 and 2023. The intervention reached almost 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. JEL-codes: I20 I24 O15 (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:cpr:ceprdp:20272 Ordering information: This working paper can be ordered from Access Statistics for this paper More papers in CEPR Discussion Papers from Centre for Economic Policy Research 33 Great Sutton Street, London EC1V 0DX, UK. |
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