High-Dosage Elementary Mathematics Tutoring: Impact, Implementation, and Cost-Effectiveness of Two Models

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 4
  In Roundtable Session: Exploring the Effectiveness and Implementation of High-Dosage Tutoring (Table 7)

Abstract

We examine two tutoring programs, one that assigns all 4th graders to tutoring and one that assigns only students based on 3rd grade math scores to tutoring. Evidence from difference-in-differences models suggest moderate to large effect sizes on end-of-grade math scores for both programs, with varying effects for students of different prior achievement levels. Qualitative findings highlight instructional coordination approaches that support program implementation as well as factors identified by school staff as inhibiting implementation and impact. The whole grade model was more costly to implement than the targeted model ($2,454.58 cost-per participant versus $1,813.13, respectively). These findings can support practitioners and policymakers in weighing the costs and benefits of different tutoring programs.

Authors

• Helen Rose Miesner, University of North Carolina - Chapel Hill

• Heeran Park, University of North Carolina - Chapel Hill

• Douglas L. Lauen, University of North Carolina - Chapel Hill

• Eric A. Houck, University of North Carolina - Chapel Hill