Journal of Research on Educational Effectiveness· 2026Q1
Longer-Term Effects of Low-Dosage Tutoring in Mathematics
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- Q1SCImago
- 2026year
Short summary
Low-dosage small-group math tutoring for 7-9 year olds showed no significant effects 3.5-4.5 years after the intervention concluded.
AI-generated from the title and abstract; the full text is not read.
Key points
- The study evaluated longer-term effects of low-dosage, small-group math tutoring for 7-9 year olds.
- Intervention features included lower dosage and fixed instruction time compared to other high-impact programs.
- No significant effects were found 3.5 to 4.5 years after the tutoring concluded.
- Point estimates suggest a fadeout of approximately 47% to 58% of any initial gains.
AI-generated from the title and abstract; the full text is not read.
Abstract
Tutoring is considered one of the most effective educational interventions, but its longer-term effects are less understood. We leverage data from a large-scale field experiment to examine the effects of small-group instruction in mathematics for students aged 7–9. The intervention shares many features with other high-impact tutoring programs but had a lower dosage, targeted the full student population and used a pull-out strategy keeping the instruction time fixed. We find no significant effects of the intervention 3.5 to 4.5 years after it concluded, although the point estimates suggest fadeout of approximately 47% to 58%, depending on the specification.
The authors' abstract, as published at the source. Journal of Research on Educational Effectiveness, 2026 · DOI ↗
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Field: Modeling and Simulation
Modeling and SimulationMathematics