We study the Tutoring Online Program (TOP), where tutoring is entirely online and tutors are volunteer university students matched with underprivileged middle school students. We leverage random assignment to estimate effects during and after the pandemic (2020 and 2022), investigating channels of impact. Three hours of individual tutoring per week increased math performance by 0.22 SD in 2020 and 0.20 SD in 2022. Higher dosage yielded stronger effects, while group tutoring smaller effects. TOP enhanced students’ aspirations, socioemotional skills, and psychological well-being, but only during school closures. We also estimate the impact of TOP on tutors, finding an increase in empathy.

We propose a model to study when an intermediate action can serve as a stepping stone that enables the elimination of a harmful norm. While the intermediate action may facilitate the first “step,” it may also become a new norm. We derive intuitive conditions for stepping stones, which depend on the relative size of social penalties and intrinsic utility benefits. We propose an econometric approach to testing whether an intermediate action is a stepping stone, and apply it to original data on female genital cutting in Somalia. The analysis shows that the intermediate action may become the new norm.