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Equalizing Learning Opportunities Through High-Impact Tutoring: Results From Four Randomized Controlled Trials
Fri, April 12, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 117Session Type: Symposium
Abstract
This session will report results from four randomized controlled trials (RCTs) investigating a range of tutoring program features to a) inform the expansion of high-impact tutoring and relevant policies to promote widespread, equitable access to quality education and b) reduce racial and economic disparities in opportunities for learning.
Sub Unit
Chair
Discussant
Papers
Effects of a Low-Cost, High-Dosage Tutoring Program on Early Grade Achievement - Monica G. Lee, Stanford University; Carly D. Robinson, Stanford University; Susanna Loeb, Stanford University
A Scalable Approach to High-Impact Tutoring for Young Readers: Chapter One Results - Kalena Cortes, Texas A&M University; Carly D. Robinson, Stanford University; Susanna Loeb, Stanford University
Effects of Virtual Tutoring and Group Size in K–2 Early Literacy - Cynthia Pollard, Harvard University; Carly D. Robinson, Stanford University; Sarah Novicoff, Stanford University; Sara White, Vanderbilt University; Susanna Loeb, Stanford University
Enhancing Student Engagement in Virtual Tutoring Sessions: A Randomized Control Trial of a Tutoring Intervention - Carly D. Robinson, Stanford University; Susanna Loeb, Stanford University; Emma Strouse, Stanford University