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Download full textMatthew A. Kraft; Beth E. Schueler; Grace Falken – Annenberg Institute for School Reform at Brown University, 2024
U.S. public schools are engaged in an unprecedented effort to expand tutoring in the wake of the COVID-19 pandemic. Broad-based support for scaling tutoring emerged, in part, because of the large effects on student achievement found in prior meta-analyses. We conduct an expanded meta-analysis of 265 randomized controlled trials and explore how…
Descriptors: Standardized Tests, Tutoring, COVID-19, Pandemics
