@EdWorkingPaper{ai24-942,
title = "The Effects of In-School Virtual Tutoring on Student Reading Development: Evidence from a Short-Cycle Randomized Controlled Trial",
author = "Douglas D. Ready, Sierra G. McCormick, Rebecca J. Shmoys",
institution = "Annenberg Institute at Brown University",
number = "942",
year = "2024",
month = "April",
URL = "http://www.edworkingpapers.com/ai24-942",
abstract = {This paper describes a 12-week cluster randomized controlled trial that examined the efficacy of BookNook, a virtual tutoring platform focused on reading. Cohorts of first- through fourth-grade students attending six Rocketship public charter schools in Northern California were randomly assigned within grades to receive BookNook. Intent-to-Treat models indicate that students in cohorts assigned to BookNook outperformed their control-group peers by roughly 0.05 SDs. Given the substantial variability in usage rates among students enrolled in BookNook cohorts, we also leveraged Treatment-on-the-Treated approaches. These models suggest that students who completed 10 or more BookNook sessions experienced a reading advantage of 0.08 SDs, while those who completed 20 or more sessions—the recommended dosage—experienced a 0.26 SD developmental advantage.},
}