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来源类型Working Paper
规范类型报告
DOI10.3386/w23792
来源IDWorking Paper 23792
High-Dosage Tutoring and Reading Achievement: Evidence from New York City
Roland G. Fryer, Jr; Meghan Howard Noveck
发表日期2017-09-11
出版年2017
语种英语
摘要This study examines the impact on student achievement of high-dosage reading tutoring for middle school students in New York City Public Schools, using a school-level randomized field experiment. Across three years, schools offered at least 130 hours of 4-on-1 tutoring based on a guided reading model, which consisted of 1-on-1 read alouds, independent reading, vocabulary review, and group discussion. We show that, at the mean, tutoring has a positive and significant effect on school attendance, a positive, but insignificant, effect on English Language Arts (ELA) state test scores and no effect on math state test scores. There is important heterogeneity by race. For black students, our treatment increased attendance by 2.0 percentage points (control mean 92.4 percent) and ELA scores by 0.09 standard deviations per year – two times larger than the effect of the Promise Academy Middle School in the Harlem Children’s Zone and KIPP Charter Middle Schools on reading achievement. For Hispanic students, the treatment effect is 0.8 percentage points on attendance (control mean 92.0 percent) and 0.01 standard deviations per year on ELA scores. We argue that the difference between the effectiveness of tutoring for black and Hispanic students is best explained by the average tutor characteristics at the schools they attend.
主题Health, Education, and Welfare ; Education ; Labor Economics
URLhttps://www.nber.org/papers/w23792
来源智库National Bureau of Economic Research (United States)
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条目标识符http://119.78.100.153/handle/2XGU8XDN/581466
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Roland G. Fryer, Jr,Meghan Howard Noveck. High-Dosage Tutoring and Reading Achievement: Evidence from New York City. 2017.
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