TY  - JOUR
AB  - Tutoring is almost always evaluated by randomizing students within schools, a design that differences out any spillover onto classmates. We instead randomize 81 Danish schools and 2,583 kindergartners, tutoring a few children in each and testing all. Decoding improved 0.38 standard deviations among the pre-registered target group and 0.27 SD school-wide. Bounds requiring only the test’s range and random assignment show that never-tutored peers gained at least 0.19 SD, implying a social multiplier of at least three. Tutors were the schools’ own staff, so costs were low. Evaluations of targeted tutoring understate its value two- to threefold.
AU  - Bingley, Paul
AU  - Dietrichson, Jens 
AU  - Friis-Hansen, Mette 
AU  - Myrup Jensen, Vibeke 
PY  - 2026
ST  - Helping the Many by Tutoring the Few: The Social Multiplier of Early Literacy Instruction
TI  - Helping the Many by Tutoring the Few: The Social Multiplier of Early Literacy Instruction
UR  - http://www.edworkingpapers.com/ai26-1562
ER  -