Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/282839 
Erscheinungsjahr: 
2024
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 16712
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
This paper presents the results from a randomized controlled trial of Chapter One, an early elementary reading tutoring program that embeds part-time tutors into the classroom to provide short bursts of 1:1 instruction. Eligible kindergarten students were randomly assigned to receive supplementary tutoring during the 2021-22 school year (N=818). The study occurred in a large Southeastern district serving predominantly Black and Hispanic students. Students assigned to the program were over two times more likely to reach the program's target reading level by the end of kindergarten (70% vs. 32%). The results were largely homogenous across student populations and extended to district-administered assessments. These findings provide promising evidence of an affordable and sustainable approach for delivering personalized reading tutoring at scale.
Schlagwörter: 
high-impact tutoring
literacy gains
randomized control trial
JEL: 
I20
I21
I24
I26
Dokumentart: 
Working Paper

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