Research Database
This tool allows education practitioners and researchers to quickly access quantitative research on tutoring program effectiveness. These 150+ research studies were selected due to their rigorous research designs which align with What Works Clearinghouse and Every Student Succeeds Act standards for moderate and strong evidence of intervention efficacy. Many studies were originally identified by their inclusion in recent meta-analyses (Baye et al., 2018; Neitzel et al., 2021; Nickow et al., 2020). Research may be sorted by grade level, subject, and tutor type in order to explore the evidence base for particular program designs. This database does not include qualitative research on best practices for tutoring implementation, for which we recommend exploring our District Playbook and Toolkit for Tutoring Programs.
If you have additional research studies (quantitative or qualitative) that you would like to share, please fill out this form or send an email to info@studentsupportaccelerator.org.
Displaying 1 - 30 of 157A Systematic Review of Research on Tutoring Implementation: Considerations when Undertaking Complex Instructional Supports for Students. (2023). White, S., Groom-Thomas, L., & Loeb, S.. EdWorkingPapers.com. https://doi.org/10.26300/wztf-wj14
The inequity of opt-in educational resources and an intervention to increase equitable access. (2022). Robinson, C. D., Bisht, B., & Loeb, S.. EdWorkingPapers.com. https://doi.org/10.26300/ja2n-ys82
The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence. (2020). Nickow, A.J., Oreopoulos, P., & Quan, V.. EdWorkingPapers.com. https://doi.org/10.26300/eh0c-pc52
Improving working memory Evaluation report and executive summary. (2019). Wright, W. Dorsett, R., Anders, J., Buzzeo, J, Runge, J., & Sanders, M.. London: Education Endowment Foundation. https://westminsterresearch.westminster.ac.uk/item/qxvvq/improving-working-memo…
Evaluation Report. (2019). Nunes, T., Malmberg, L., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., & Evangelou, M.. London: Education Endowment Foundation
Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance?. (2019). Malone, A. S., Fuchs, L. S., Sterba, S. K., Fuchs, D., & Foreman-Murray, L.. Contemporary Educational Psychology, 59, 101782. https://eric.ed.gov/?id=ED595127
A multi-sensory tutoring program for students atrisk of reading difficulties: Evidence from a randomized field experiment. (2019). Bøg, M., Dietrichson, J., & Aldenius, A.. Working Paper. https://ideas.repec.org/p/hhs/ifauwp/2019_007.html
Using moderator analysis to identify the first-grade children who benefit more and less from a reading comprehension program: A step toward aptitude-by-treatment interaction. (2019). Fuchs, D., Kearns, D. M., Fuchs, L. S., Elleman, A. M., Gilbert, J. K., Patton, S., ... & Compton, D. L.. Exceptional children. https://journals.sagepub.com/doi/abs/10.1177/0014402918802801
Replication of an experimental study investigating the efficacy of a multisyllabic word reading intervention with and without motivational beliefs training for struggling readers. (2019). Toste, J. R., Capin, P., Williams, K. J., Cho, E., & Vaughn, S.. Journal of Learning Disabilities. https://journals.sagepub.com/doi/full/10.1177/0022219418775114
A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura. (2019). Borman, G. D., Borman, T. H., Park, S. J., & Houghton, S.. American Educational Research Journal. https://journals.sagepub.com/doi/abs/10.3102/0002831219890612
Effects of the TutorBright tutoring programme on the reading and mathematics skills of children in foster care: A randomised controlled trial. (2019). Hickey, A., & Flynn, R.. Oxford Review of Education, 45, 519–537. https://doi.org/10.1080/03054985.2019.1607724
Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties. (2019). Vaughn, S., Roberts, G. J., Miciak, J., Taylor, P., & Fletcher, J. M.. Journal of Learning Disabilities, 52(1), 31–44. https://doi.org/10.1177/0022219418775113
Evaluation of a math intervention program implemented with community support. (2019). Parker, D. C., Nelson, P. M., Zaslofsky, A. F., Kanive, R., Foegen, A., Kaiser, P., & Heisted, D.. Journal of Research on Educational Effectiveness, 12(3), 391–412. https://doi.org/10.1080/19345747.2019.1571653
Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors. (2019). Villiger, C., Hauri, S., Tettenborn, A., Hartmann, E., Näpflin, C., Hugener, I., & Niggli, A.. Learning and Instruction, 60, 54–65. https://doi.org/10.1016/j.learninstruc.2018.11.004
Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors Learning and Instruction. (2019). Villiger, C., Hauri, S., Tettenborn, A., Hartmann, E., Näpflin, C., Hugener, I., & Niggli, A.. Learning and Instruction, 60, 54–65. https://doi.org/10.1016/j.learninstruc.2018.11.004
Tutor Trust: Affordable Primary Tuition. (2018). Torgerson, C. J., Bell, K., Coleman, E., Elliott, L., Fairhurst, C., Gascoine, L., Hewitt, C.E., & Torgerson, D. J. . London: Education Endowment Foundation. https://dro.dur.ac.uk/26952/1/26952.pdf
1stClass@Number Evaluation report and executive summary. (2018). Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., & Sanders-Ellis, D. . London: Education Endowment Foundation
Maths Counts Evaluation report and executive summary . (2018). See, B. H., Morris, R., Gorard S. G., Siddiqui, N.. London: Education Endowment Foundation. http://wrap.warwick.ac.uk/118127/
Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension. (2018). Solari, E. J., Denton, C. A., Petscher, Y., & Haring, C.. Journal of Research on Educational Effectiveness, 11(2), 163–191. https://doi.org/10.1080/19345747.2017.1375582
The Impacts of Reading Recovery at scale: Results from the 4-year i3 external evaluation. (2018). Sirinides, P., Gray, A., & May, H.. Educational Evaluation and Policy Analysis. https://journals.sagepub.com/doi/abs/10.3102/0162373718764828
Benefits of structured after-school literacy tutoring by university students for struggling elementary readers. (2018). Lindo, E. J., Weiser, B., Cheatham, J. P., & Allor, J. H.. Reading & Writing Quarterly. https://www.tandfonline.com/doi/abs/10.1080/10573569.2017.1357156
Read Two Impress and the Neurological Impress Method: Effects on elementary students’ reading fluency, comprehension, and attitude. (2018). Young, C., Pearce, D., Gomez, J., Christensen, R., Pletcher, B., & Fleming, K.. The Journal of Educational Research. https://www.tandfonline.com/doi/abs/10.1080/00220671.2017.1393650?forwardServic…
Strengthening Children’s Math Skills with Enhanced Instruction The Impacts of Making Pre-K Count and High 5s on Kindergarten Outcomes. (2018). Mattera, S., Jacob, R., & Morris, P. . MDRC. https://www.mdrc.org/publication/strengthening-children-s-math-skills-enhanced-…
Effects of a year long supplemental reading intervention for students with reading difficulties in fourth grade. (2017). Wanzek, J., Petscher, Y., Otaiba, S. A., Rivas, B. K., Jones, F. G., Kent, S. C., Schatschneider, C., & Mehta, P.. Journal of Educational Psychology, 109(8), 1103–1119. https://doi.org/10.1037/edu0000184
Multisyllabic word-reading instruction with and without motivational beliefs training for struggling readers in the upper elementary grades: A pilot investigation. (2017). Toste, J. R., Capin, P., Vaughn, S., Roberts, G. J., & Kearns, D. M.. The Elementary School Journal. https://psycnet.apa.org/record/2017-23302-004
Multisyllabic word-reading instruction with and without motivational beliefs training for struggling readers in the upper elementary grades: A pilot investigation the elementary school journal. (2017). Toste, J. R., Capin, P., Vaughn, S., Roberts, G. J., & Kearns, D. M.. Learning Disability Quarterly. https://psycnet.apa.org/record/2017-23302-004
Testing the efficacy of a kindergarten mathematics intervention by small group size. (2017). Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J. . AERA Open, 3(2), 2332858417706899. https://doi.org/10.1177/2332858417706899
REACH: Evaluation report and executive summary. (2016). Sibieta, L. . London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581275
Affordable Online Maths Tuition. (2016). Torgerson, C., Ainsworth, H., Buckley, H., Hampden-Thompson, G., Hewitt, C., Humphry, D., Jefferson, L., Mitchell, N., & Torgerson, D.. London: Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED581116.pdf
Fraction intervention for students with mathematics difficulties: Lessons learned from five randomized controlled trials. (2016). Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., & Wang, A. . Journal of Learning Disabilities, 50(6), 631–639. https://doi.org/10.1177/0022219416677249