TY  - JOUR
AB  - This study presents the first within-program, within-tutor experimental evidence comparing the impact of in-person versus remote tutoring. Based on results from an early literacy tutoring initiative delivered by university students over Summer 2023, we find no statistically significant differences in students’ literacy outcomes by instructional modality. However, students receiving in-person tutoring exhibited higher attendance rates and tutors reported closer relationships with their in-person students. Notably, we find substantial variation in students’ outcomes due to differences among tutors, while these effects do not vary by modality. These findings suggest that while differences between in-person and remote tutoring may exist, the advantages of having a proficient tutor greatly outweigh these disparities. The study underscores the efficacy of remote tutoring, particularly when geographical constraints are a factor, and highlights the necessity of including interpersonal skills in tutor training, ensuring consistent attendance and program fidelity, and identifying and retaining highly effective tutors to maximize student learning.
AU  - Hashim, Shirin 
AU  - Pace Miles, Katharine 
AU  - Croke, Erin 
PY  - 2025
ST  - Experimental Evidence on the Impact of Tutoring Format and Tutors: Findings from an Early Literacy Tutoring Program
TI  - Experimental Evidence on the Impact of Tutoring Format and Tutors: Findings from an Early Literacy Tutoring Program
UR  - http://www.edworkingpapers.com/ai25-1176
ER  -