Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/282839 
Year of Publication: 
2024
Series/Report no.: 
IZA Discussion Papers No. 16712
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
This paper presents the results from a randomized controlled trial of Chapter One, an early elementary reading tutoring program that embeds part-time tutors into the classroom to provide short bursts of 1:1 instruction. Eligible kindergarten students were randomly assigned to receive supplementary tutoring during the 2021-22 school year (N=818). The study occurred in a large Southeastern district serving predominantly Black and Hispanic students. Students assigned to the program were over two times more likely to reach the program's target reading level by the end of kindergarten (70% vs. 32%). The results were largely homogenous across student populations and extended to district-administered assessments. These findings provide promising evidence of an affordable and sustainable approach for delivering personalized reading tutoring at scale.
Subjects: 
high-impact tutoring
literacy gains
randomized control trial
JEL: 
I20
I21
I24
I26
Document Type: 
Working Paper

Files in This Item:
File
Size
579.24 kB





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.