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From Pilot to Policy: Experimental Evidence from Scaling Online Tutoring. Discussion Paper No. 2176

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Τίτλος: From Pilot to Policy: Experimental Evidence from Scaling Online Tutoring. Discussion Paper No. 2176
Γλώσσα: English
Συγγραφείς: María Calle, Lucas Gortazar, Maria Hernandez-de-Benito, Claudia Hupkau, Teresa Molina-Millán, Antonio Roldán-Monés, London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Πηγή: Centre for Economic Performance. 2026.
Διαθεσιμότητα: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Peer Reviewed: N
Page Count: 46
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Mathematics Instruction, Tutoring, Tutorial Programs, Electronic Learning, Teaching Methods, Instructional Effectiveness, Mathematics Achievement, Foreign Countries, Self Efficacy, Mathematics Skills, Mathematics Anxiety, Social Emotional Learning, Program Implementation, Elementary School Students, Middle School Students
Γεωγραφικοί όροι: Spain
ISSN: 2042-2695
Περίληψη: Can effective tutoring programs survive the transition from pilot to scale, and from researcher to government implementers? We address this question using a randomized controlled trial of an online mathematics tutoring program scaled from a successful pilot and implemented entirely by regional education authorities in Spain. Critically, tutoring was delivered by interim public-school teachers--qualified educators already integrated into the government's teacher registry--rather than specially recruited tutors, offering a test of whether effects persist under a lower-cost, readily scalable staffing model. Assignment to tutoring increased end-of-year grades by 0.15σ and standardized math test scores by 0.11σ--approximately one-third of the original pilot effects. Treated students also reported improved confidence in their math abilities and reduced math anxiety. An experimental socio-emotional training module for tutors improved affective outcomes but did not enhance academic gains. The findings demonstrate that online tutoring can generate meaningful benefits at scale under government implementation, while providing realistic benchmarks for the "voltage drop" policymakers should anticipate when adopting evidence-based interventions.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: ED682105
Βάση Δεδομένων: ERIC
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  Data: From Pilot to Policy: Experimental Evidence from Scaling Online Tutoring. Discussion Paper No. 2176
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  Data: <searchLink fieldCode="SO" term="%22Centre+for+Economic+Performance%22"><i>Centre for Economic Performance</i></searchLink>. 2026.
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  Data: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
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  Data: Can effective tutoring programs survive the transition from pilot to scale, and from researcher to government implementers? We address this question using a randomized controlled trial of an online mathematics tutoring program scaled from a successful pilot and implemented entirely by regional education authorities in Spain. Critically, tutoring was delivered by interim public-school teachers--qualified educators already integrated into the government's teacher registry--rather than specially recruited tutors, offering a test of whether effects persist under a lower-cost, readily scalable staffing model. Assignment to tutoring increased end-of-year grades by 0.15σ and standardized math test scores by 0.11σ--approximately one-third of the original pilot effects. Treated students also reported improved confidence in their math abilities and reduced math anxiety. An experimental socio-emotional training module for tutors improved affective outcomes but did not enhance academic gains. The findings demonstrate that online tutoring can generate meaningful benefits at scale under government implementation, while providing realistic benchmarks for the "voltage drop" policymakers should anticipate when adopting evidence-based interventions.
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  Data: 2026
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  Data: ED682105
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    Languages:
      – Text: English
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        PageCount: 46
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Tutorial Programs
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Mathematics Anxiety
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      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Program Implementation
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Middle School Students
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      – SubjectFull: Spain
        Type: general
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