@EdWorkingPaper{ai26-1379,
title = "The Trade-off between Quality and Quantity: Evidence from a Field Experiment on Tutoring",
author = "Rohen Shah",
institution = "Annenberg Institute at Brown University",
number = "1379",
year = "2026",
month = "January",
URL = "http://www.edworkingpapers.com/ai26-1379",
abstract = {High-dosage tutoring has the potential to substantially raise adolescent academic achievement. However, at scale, schools may not have the financial ability to deliver small-group tutoring frequently. In this paper, I test the relative importance of group size (quality) versus tutoring frequency (quantity). I evaluate the impact of an in-school math tutoring program in a middle school in the Midwestern United States. Students are randomized to either 1) control, 2) receive tutoring twice a week in 2-student groups, or 3) receive tutoring three times a week in 3-student groups. Importantly, the total cost per student is the same in both treatment conditions. I find that the 2-student group tutoring led to a significant improvement in math skills (0.23 SD), whereas the equal-cost, more frequent tutoring in the 3-student groups did not lead to a significant improvement in math skills.},
}