Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/232846 
Year of Publication: 
2021
Series/Report no.: 
IZA Discussion Papers No. 14094
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
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.
Subjects: 
tutoring
COVID-19
education
achievement
aspirations
socioemotional skills
well-being
JEL: 
I24
I21
Document Type: 
Working Paper

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