Not Too Late: Improving Academic Outcomes among Adolescents
通过两项大规模随机对照试验，研究针对芝加哥中学生的强化辅导项目，发现数学辅导能显著提高考试成绩和课程成绩，且效果持续，成本效益比与成功的幼儿项目相当。
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.