Tutoring has become a popular intervention for schools grappling with stagnant academic achievement.
A large body of evidence demonstrates that high-impact, high-dosage tutoring can effectively move the needle on student academic outcomes.
Now, a new study from Stanford University is adding to that body of research, finding that pairing girls with female math tutors increases the students’ STEM interest and improves their academic performance in math.
Carly Robinson, the director of research for the SCALE Initiative at the Stanford Accelerator for Learning, spoke with Education Week about the implications of the study.
This conversation has been edited for length and clarity.
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