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; Nichow 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 97
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 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

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

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

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

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

Effects of intervention to improve at-risk fourth graders' understanding, calculations, and word problems with fractions . (2016). Fuchs, L. S., Schumacher, R. F., Long, J., Jessica, N., Malone, A. S., Amber, W., & ... Changas, P. . Elementary School Journal, 116(4), 625–651. doi:10.1080/19345747.2015.1123336

Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up. (2016). May, H., Sirinides, P. M., Gray, A., & Goldsworthy, H.. CPRE Research Reports. https://repository.upenn.edu/cpre_researchreports/81/

Leveraging Volunteers: An Experimental Evaluation of a Tutoring Program for Struggling Readers. (2016). Jacob, R., Armstrong, C., Bowden, A. B., & Pan, Y.. Journal of Research on Educational Effectiveness, 9(1), 67–92. https://doi.org/10.1080/19345747.2016.1138560

Durham shared maths project. (2015). Lloyd, C., Edovald, T., Morris, S., Kiss, Z., Skipp, A., & Haywood, S. . London: Education Endowment Foundation. https://core.ac.uk/download/pdf/161892207.pdf

Intervention for first graders with limited number knowledge: Large-scale replication of a randomized controlled trial. (2015). Gersten, R., Rolfhus, E., Clarke, B., Decker, L. E., Wilkins, C., & Dimino, J. (2015). American Educational Research Journal, 52(3), 516–546. https://doi.org/10.3102/0002831214565787

Preliminary evaluation of a tier 2 mathematics intervention for first-grade students: Using a theory of change to guide formative evaluation activities . (2014). Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. . School Psychology Review, 43(2). https://files.eric.ed.gov/fulltext/EJ1142175.pdf