Research Studies

This tool allows education practitioners and researchers to quickly access quantitative research on tutoring program effectiveness. These 150+ research studies were selected due to their rigorous research designs which align with What Works Clearinghouse and Every Student Succeeds Act standards for moderate and strong evidence of intervention efficacy. Many studies were originally identified by their inclusion in recent meta-analyses (Baye et al., 2018; Neitzel et al., 2021; Nickow et al., 2020). Research may be sorted by grade level, subject, and tutor type in order to explore the evidence base for particular program designs. This database does not include qualitative research on best practices for tutoring implementation, for which we recommend exploring our District Playbook and Toolkit for Tutoring Programs.

Displaying 31 - 60 of 165

Maths Counts Evaluation report and executive summary. ( ). See, B. H., Morris, R., Gorard S. G., Siddiqui, N.. London: Education Endowment Foundation. http://wrap.warwick.ac.uk/118127/

Effects of a year long supplemental reading intervention for students with reading difficulties in fourth grade. ( ). Wanzek, J., Petscher, Y., Otaiba, S. A., Rivas, B. K., Jones, F. G., Kent, S. C., Schatschneider, C., & Mehta, P.. Journal of Educational Psychology, 109(8), 1103–1119. https://doi.org/10.1037/edu0000184

Multisyllabic word-reading instruction with and without motivational beliefs training for struggling readers in the upper elementary grades: A pilot investigation. ( ). Toste, J. R., Capin, P., Vaughn, S., Roberts, G. J., & Kearns, D. M.. The Elementary School Journal. https://psycnet.apa.org/record/2017-23302-004

Testing the efficacy of a kindergarten mathematics intervention by small group size. ( ). Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J. . AERA Open, 3(2), 2332858417706899. https://doi.org/10.1177/2332858417706899

Multisyllabic word-reading instruction with and without motivational beliefs training for struggling readers in the upper elementary grades: A pilot investigation the elementary school journal. ( ). Toste, J. R., Capin, P., Vaughn, S., Roberts, G. J., & Kearns, D. M.. Learning Disability Quarterly. https://psycnet.apa.org/record/2017-23302-004

REACH: Evaluation report and executive summary. ( ). Sibieta, L. . London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581275

Affordable Online Maths Tuition. ( ). Torgerson, C., Ainsworth, H., Buckley, H., Hampden-Thompson, G., Hewitt, C., Humphry, D., Jefferson, L., Mitchell, N., & Torgerson, D.. London: Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED581116.pdf

Fraction intervention for students with mathematics difficulties: Lessons learned from five randomized controlled trials. ( ). Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., & Wang, A. . Journal of Learning Disabilities, 50(6), 631–639. https://doi.org/10.1177/0022219416677249

Effects of intervention to improve at-risk fourth graders' understanding, calculations, and word problems with fractions . ( ). Fuchs, L. S., Schumacher, R. F., Long, J., Jessica, N., Malone, A. S., Amber, W., & ... Changas, P. . Elementary School Journal, 116(4), 625–651. doi:10.1080/19345747.2015.1123336

Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up. ( ). May, H., Sirinides, P. M., Gray, A., & Goldsworthy, H.. CPRE Research Reports. https://repository.upenn.edu/cpre_researchreports/81/

Testing the efficacy of a tier 2 mathematics intervention: A conceptual replication study. ( ). Doabler, C. T., Clarke, B., Kosty, D. B., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K.. Exceptional Children, 83(1), 92–110. https://doi.org/10.1177/0014402916660084

Effects of tutorial interventions in mathematics and attention for low-performing preschool children. ( ). Barnes, M. A., Klein, A., Swank, P., Starkey, P., McCandliss, B., Flynn, K., ... & Roberts, G.. Journal of Research on Educational Effectiveness. https://files.eric.ed.gov/fulltext/EJ1115262.pdf

Effectiveness of a group-based academic tutoring program for children in foster care: A randomized controlled trial. ( ). Harper, J., & Schmidt, F.. Children and Youth Services Review, 67(C), 238–246. https://ideas.repec.org/a/eee/cysrev/v67y2016icp238-246.html

Examining the efficacy of a tier 2 kindergarten mathematics intervention. ( ). Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. . Journal of Learning Disabilities, 49(2), 152–165. https://doi.org/10.1177/0022219414538514

Leveraging Volunteers: An Experimental Evaluation of a Tutoring Program for Struggling Readers. ( ). Jacob, R., Armstrong, C., Bowden, A. B., & Pan, Y.. Journal of Research on Educational Effectiveness, 9(1), 67–92. https://doi.org/10.1080/19345747.2016.1138560

Paired Reading: Evaluation report and executive summary. ( ). Lloyd, C., Edovald, T., Kiss, Z., Morris, S., Skipp, A., & Ahmed, H. (2015). London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581127

Rapid Phonics: Evaluation report and executive summary. ( ). King, B., & Kasim, A.. London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581293

Perry Beeches Coaching Programme: Evaluation report and executive summary. ( ). Lord, P., Bradshaw, S., Stevens, E., & Styles, B. . London: Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED581144.pdf

Catch Up® Literacyeracy: Evaluation report and executive summary. ( ). Rutt, S., Kettlewell, K., & Bernardenelli, D.. London: Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED558735.pdf

Durham shared maths project. ( ). Lloyd, C., Edovald, T., Morris, S., Kiss, Z., Skipp, A., & Haywood, S. . London: Education Endowment Foundation. https://core.ac.uk/download/pdf/161892207.pdf

Butterfly Phonics: Evaluation report and executive summary. ( ). Merrell, C., & Kasim, A. . London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581118

The Results of a Randomized Control Trial Evaluation of the SPARK Literacyeracy Program. ( ). Jones, C. J. . UVM Education. https://www.nationalservice.gov/sites/default/files/evidenceexchange/FR_BoysGir…

Mobilizing volunteer tutors to improve student literacy: Implementation, impacts, and costs of the Reading Partners program . ( ). Jacob, R. T., Armstrong, C., & Willard, J. A. . MDRC. https://www.mdrc.org/publication/mobilizing-volunteer-tutors-improve-student-li…

Examining the efficacy of Burst:Reading literacy intervention . ( ). Pappas, S., York, A., Wang, Y., & Richards, K.. https://charts.intensiveintervention.org/intervention/toolGRP/b72b5683944c3bf5

Effects of data-based instruction for students with intensive early writing needs: A randomized control trial. ( ). Jung, P. G.. https://conservancy.umn.edu/handle/11299/174862

Intervention for first graders with limited number knowledge: Large-scale replication of a randomized controlled trial. ( ). Gersten, R., Rolfhus, E., Clarke, B., Decker, L. E., Wilkins, C., & Dimino, J. (2015). American Educational Research Journal, 52(3), 516–546. https://doi.org/10.3102/0002831214565787

The effect of tutoring with nonstandard equations for students with mathematics difficulty. ( ). Powell, S. R., Driver, M. K., & Julian, T. E.. Journal of Learning Disabilities. https://psycnet.apa.org/record/2015-36636-006

The influence of mathematics vocabulary instruction embedded within addition tutoring for first-grade students with mathematics difficulty. ( ). Powell, S. R., & Driver, M. K.. Learning Disability Quarterly. https://journals.sagepub.com/doi/10.1177/0731948714564574

TextNow Transition Programme: Evaluation report and executive summary. ( ). Maxwell, B., Connolly, P., Demack, S., O’Hare, L., Stevens, A., & Clague, L. (2014). London: Education Endowment Foundation. https://www.researchgate.net/publication/266599371_TextNow_Transition_Programme…

Preliminary evaluation of a tier 2 mathematics intervention for first-grade students: Using a theory of change to guide formative evaluation activities . ( ). Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. . School Psychology Review, 43(2). https://files.eric.ed.gov/fulltext/EJ1142175.pdf