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Research Studies

This tool allows education practitioners and researchers to quickly access quantitative research on tutoring program effectiveness. These 200+ 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 61 - 90 of 289

High-Impact Tutoring: State of the
Research and Priorities for Future Learning. (2021). Robinson, Carly D., and Susanna Loeb.

Targeted school-based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K-6: A systematic review
. (2021). Jens Dietrichson, Trine Filges, Julie K. Seerup, Rasmus H. Klokker, Bjørn C. A. Viinholt, Martin Bøg, Misja Eiberg. Wiley

Effective Programs in Elementary Mathematics: A Meta-Analysis. (2021). M Pellegrini, C Lake, A Neitzel, RE Slavin. Sage Journals

Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study. (2021). Carrie E. Markovitz, Marc W. Hernandez, E. C. Hedberg, Heidi W. Whitmore. AERA

Success for all: A quantitative synthesis of US evaluations. (2021). Cheung, A. C., Xie, C., Zhuang, T., Neitzel, A. J., & Slavin, R. E.. Taylor and Francis

A blueprint for scaling tutoring and mentoring across public schools. (2021). Kraft, M. A., & Falken, G. T.. Sage Journals

A cautionary tale of tutoring hard-to-reach students in Kenya. (2021). Schueler, B. E., & Rodriguez-Segura, D.. EdWorkingPapers.com

Targeted school-based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review. (2020). Dietrichson, J., Filges, T., Klokker, R. H., Viinholt, B. C., Bøg, M., & Jensen, U. H.. Wiley

High-Dosage Tutoring and Reading Achievement: Evidence from New York City. (2020). Fryer Jr, Roland G., and Meghan Howard-Noveck. . University of Chicago Press Journals

A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura. (2020). GD Borman, TH Borman, SJ Park, S Houghton. Sage Journals

Improving working memory Evaluation report and executive summary. (2019). Wright, W. Dorsett, R., Anders, J., Buzzeo, J, Runge, J., & Sanders, M.

Evaluation Report. (2019). Nunes, T., Malmberg, L., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., & Evangelou, M.

Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance? . (2019). Malone, A. S., Fuchs, L. S., Sterba, S. K., Fuchs, D., & Foreman-Murray, L.

A multi-sensory tutoring program for students at risk of reading difficulties: Evidence from a randomized field experiment. (2019). Bøg, M., Dietrichson, J., & Aldenius, A.

Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties. (2019). Vaughn, S., Roberts, G. J., Miciak, J., Taylor, P., & Fletcher, J. M.

Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors. (2019). Villiger, C., Hauri, S., Tettenborn, A., Hartmann, E., Näpflin, C., Hugener, I., & Niggli, A.

Effects of the TutorBright tutoring programme on the reading and mathematics skills of children in foster care: A randomised controlled trial. (2019). Hickey, A., & Flynn, R.

Using moderator analysis to identify the first-grade children who benefit more and less from a reading comprehension program: A step toward aptitude-by-treatment interaction. (2019). Fuchs, D., Kearns, D. M., Fuchs, L. S., Elleman, A. M., Gilbert, J. K., Patton, S., ... & Compton, D. L.

Replication of an experimental study investigating the efficacy of a multisyllabic word reading intervention with and without motivational beliefs training for struggling readers. (2019). Toste, J. R., Capin, P., Williams, K. J., Cho, E., & Vaughn, S.

Evaluation of a Math Intervention Program Implemented With Community Support. (2019). Parker, D. C., Nelson, P. M., Zaslofsky, A. F., Kanive, R., Foegen, A., Kaiser, P., & Heisted, D.

Meta-Analysis of the Impact of Reading Interventions for
Students in the Primary Grades. (2019). Gersten, R., Haymond, K., Newman-Gonchar, R., Dimino, J., & Jayanthi, M.. Taylor & Francis Online

Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors. Learning and Instruction. (2019). Villiger, C., Hauri, S., Tettenborn, A., Hartmann, E., Näpflin, C., Hugener, I., & Niggli, A.

Early evaluation findings from the Instructional Conversation study: Culturally responsive teaching outcomes for diverse learners in elementary school. (2018). Portes, P. R., González Canché, M., Boada, D., & Whatley, M. E.

Maths Counts Evaluation report and executive summary . (2018). See, B. H., Morris, R., Gorard S. G., Siddiqui, N.

Tutor Trust: Affordable Primary Tuition. Evaluation report and executive summary. (2018). Torgerson, C. J., Bell, K., Coleman, E., Elliott, L., Fairhurst, C., Gascoine, L., Hewitt, C.E., & Torgerson, D. J.

1stClass@Number. Evaluation report and executive summary. (2018). Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., & Sanders-Ellis, D.

An evaluation of the effectiveness of a computer‐assisted reading intervention. (2018). Messer, D., & Nash, G.

Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension. (2018). Solari, E. J., Denton, C. A., Petscher, Y., & Haring, C.

The Impacts of Reading Recovery at scale: Results from the 4-year i3 external evaluation. (2018). Sirinides, P., Gray, A., & May, H.

Benefits of structured after-school literacy tutoring by university students for struggling elementary readers. (2018). Lindo, E. J., Weiser, B., Cheatham, J. P., & Allor, J. H.