Meta-Analysis on the Academic Outcomes of Cross-Age Tutoring

• In Event: Promising Findings From the Evaluation of Tutoring and Educational Interventions Through the COVID Pandemic Recovery.

Abstract

Cross-age tutoring is an educational model where an older tutor is paired with a younger tutee. It is valued for its cost-effectiveness and capacity to engage participants, leading to improvements in both academic performance and behavior. Its effect is evidenced by Shenderovich et al.’s (2016) meta-analysis, which reported statistically significant positive effects in various educational settings and among different demographic groups. In this study, we sought to update this previous meta-analysis examining the research on cross-age tutoring. This presentation will provide a systematic examination of 32 studies of cross-age tutoring. We will provide overall effects of cross-age tutoring on academic outcomes for tutees and tutors as well as examination of intervention characteristics that moderate these effects.  

Authors

• Andrew Eunghyun Chang, Vanderbilt University

• Emily Mauer, University of Texas at Austin

• Suyoung Kim, University of Chicago

• Elizabeth Swanson, University of Texas at Austin