1 School of Education and Social Policy, Northwestern University (email: ) · 2 Harris School of Public Policy, University of Chicago (email: ) · 3 Education Lab, University of Chicago (email: ) · 4 Sanford School of Public Policy, Duke University (email: ) · 5 Department of Economics, University of Oregon (email: ) · 6 School of Education, University of California, Irvine (email: ) · 7 Department of Economics, Harvard University (email: ) · 8 Crown Family School of Social Work, Policy, and Practice, University of Chicago (email: ) · 9 Department of Psychology, Temple University (email: ) · 10 Crime Lab, University of Chicago (email: )
Abstract
Improving academic outcomes for economically disadvantaged students has proven challenging, particularly for children at older ages. We present two large-scale randomized controlled trials of a high-dosage tutoring program delivered to secondary school students in Chicago. One innovation is to use paraprofessional tutors to hold down cost, thereby increasing scalability. Participating in math tutoring increases math test scores by 0.18 to 0.40 standard deviations, and increases math and nonmath course grades. These effects persist into future years. The data are consistent with increased personalization of instruction as a mechanism. The benefit-cost ratio is comparable to many successful early childhood programs.