High-Dosage Tutoring and Reading Achievement: Evidence from New York City
通过学校层面的随机实验，研究了纽约市公立中学的高剂量阅读辅导（至少130小时、四对一辅导）对学生出勤率和考试成绩的影响，发现辅导显著提高了出勤率，但对英语和数学成绩影响不显著。
This study examines the impact on student achievement of high-dosage reading tutoring for middle school students in New York City public schools, using a school-level randomized field experiment. Across 3 years, schools offered at least 130 hours of four-on-one tutoring based on a guided reading model. At the mean, tutoring had a positive and significant effect on school attendance, a positive but insignificant effect on English language arts (ELA) state test scores, and no effect on math state test scores. For black students, our treatment increased attendance by 2.0 percentage points and ELA scores by 0.09 standard deviations per year.