Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/296110 
Erscheinungsjahr: 
2024
Schriftenreihe/Nr.: 
CESifo Working Paper No. 11021
Verlag: 
Center for Economic Studies and ifo Institute (CESifo), Munich
Zusammenfassung: 
Recent research suggests that using additional teachers to provide small-group instruction or tutoring substantially improves student learning. However, treatment effects on test scores can fade over time, and less is known about the lasting effects of such interventions. We leverage data from a Norwegian large-scale field experiment to examine the effects of small-group instruction in mathematics for students aged 7-9. This intervention shares many features with other high-impact tutoring programs, with some notable exceptions: instruction time was kept fixed, it had a lower dosage, and it targeted students of all ability levels. The latter allows us to assess fadeout across the ability distribution. Previous research on this intervention finds positive short-run effects. This paper shows that about 60% of the effect persists 3.5 years later. The effect size and degree of fadeout are surprisingly similar across the ability distribution. The study demonstrates that small-group instruction in mathematics successfully targets student performance and that effects can be sustained over time.
Schlagwörter: 
small-group instruction
tutoring
sustained effects
RCT
teacher density
JEL: 
C93
H52
I21
Dokumentart: 
Working Paper
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