Not Too Late: Improving Academic Outcomes among Adolescents-Reference-Cited by-同舟云学术

Not Too Late: Improving Academic Outcomes among Adolescents

Published:2023-03-01 Issue:3 Volume:113 Page:738-765
ISSN:0002-8282
Container-title:American Economic Review
language:en
Short-container-title:American Economic Review

Author:

Guryan Jonathan¹,Ludwig Jens²,Bhatt Monica P.³,Cook Philip J.⁴,Davis Jonathan M. V.⁵,Dodge Kenneth⁴,Farkas George⁶,Fryer Roland G.⁷,Mayer Susan²,Pollack Harold⁸,Steinberg Laurence⁹,Stoddard Greg¹⁰

Affiliation:

1. School of Education and Social Policy, Northwestern University (email: )

2. Harris School of Public Policy, University of Chicago (email: )

3. Education Lab, University of Chicago (email: )

4. Sanford School of Public Policy, Duke University (email: )

5. Department of Economics, University of Oregon (email: )

6. School of Education, University of California, Irvine (email: )

7. Department of Economics, Harvard University (email: )

8. Crown Family School of Social Work, Policy, and Practice, University of Chicago (email: )

9. Department of Psychology, Temple University (email: )

10. Crime Lab, University of Chicago (email: )

Abstract

Improving academic outcomes for economically disadvantaged students has proven challenging, particularly for children at older ages. We present two large-scale randomized controlled trials of a high-dosage tutoring program delivered to secondary school students in Chicago. One innovation is to use paraprofessional tutors to hold down cost, thereby increasing scalability. Participating in math tutoring increases math test scores by 0.18 to 0.40 standard deviations, and increases math and nonmath course grades. These effects persist into future years. The data are consistent with increased personalization of instruction as a mechanism. The benefit-cost ratio is comparable to many successful early childhood programs. (JEL H75, I21, I24, I26, I32, J13, J15)

Publisher

American Economic Association

Subject

Economics and Econometrics

Link

https://pubs.aeaweb.org/doi/pdf/10.1257/aer.20210434

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