Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/282566 
Year of Publication: 
2024
Series/Report no.: 
CESifo Working Paper No. 10878
Publisher: 
Center for Economic Studies and ifo Institute (CESifo), Munich
Abstract: 
We use data from a large field experiment where young students were pulled out of their regular classes and offered mathematics instruction in small homogenous groups, to investigate the importance of the tutors' instructional practices. The analyzes are limited to low achievers, and the instructional practices are characterized by the degree of individualization and the tutors' allocation of attention between students. Tutors who spent much time with avoidant students were associated with a treatment effect of approximately 0.20 SD while tutors who spent little time with these students were associated with no significant treatment effects.
Subjects: 
tutoring
tutor quality
JEL: 
I20
I21
Document Type: 
Working Paper
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