| 来源类型 | Discussion paper |
| 规范类型 | 论文 |
| 来源ID | DP15761 |
| DP15761 Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic | |
| Michela Carlana; Eliana La Ferrara | |
| 发表日期 | 2021-02-03 |
| 出版年 | 2021 |
| 语种 | 英语 |
| 摘要 | In response to the COVID-19 outbreak, the governments of most countries ordered the closure of schools, potentially exacerbating existing learning gaps. This paper evaluates the effectiveness of an intervention implemented in Italian middle schools that provides free individual tutoring online to disadvantaged students during lock-down. Tutors are university students who volunteer for 3 to 6 hours per week. They were randomly assigned to middle school students, from a list of potential beneficiaries compiled by school principals. Using original survey data collected from students, parents, teachers and tutors, we find that the program substantially increased students’ academic performance (by 0.26 SD on average) and that it significantly improved their socio-emotional skills, aspirations, and psychological well-being. Effects are stronger for children from lower socioeconomic status and, in the case of psychological well-being, for immigrant children. |
| 主题 | Labour Economics ; Public Economics |
| URL | https://cepr.org/publications/dp15761 |
| 来源智库 | Centre for Economic Policy Research (United Kingdom) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/544763 |
| 推荐引用方式 GB/T 7714 | Michela Carlana,Eliana La Ferrara. DP15761 Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic. 2021. |
| 条目包含的文件 | 条目无相关文件。 | |||||
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