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 31
Evaluation Report. (2019). Nunes, T., Malmberg, L., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., & Evangelou, M.. London: Education Endowment Foundation

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

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

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…

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/

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

Examining the efficacy of a tier 2 kindergarten mathematics intervention. (2016). Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. . Journal of Learning Disabilities, 49(2), 152–165. https://doi.org/10.1177/0022219414538514

Testing the efficacy of a tier 2 mathematics intervention: A conceptual replication study. (2016). Doabler, C. T., Clarke, B., Kosty, D. B., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K.. Exceptional Children, 83(1), 92–110. https://doi.org/10.1177/0014402916660084

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

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

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

Butterfly Phonics: Evaluation report and executive summary. (2015). Merrell, C., & Kasim, A. . London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581118

Catch Up® Literacyeracy: Evaluation report and executive summary. (2015). Rutt, S., Kettlewell, K., & Bernardenelli, D.. London: Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED558735.pdf

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

Catch Up® Numeracy Evaluation Report and Executive Summary . (2014). Rutt, S., Easton, C., & Stacey, O. . London: Education Endowment Foundation. https://www.nfer.ac.uk/publications/EFCU01/EFCU01.pdf

Effects of first-grade number knowledge tutoring with contrasting forms of practice . (2013). Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Schatschneider, C., Hamlett, C. L., DeSelms, J., Seethaler, P. M., Wilson, J., Craddock, C. F., Bryant, J. D., Luther, K., & Changas, P. . Journal of Educational Psychology, 105(1), 58–77. https://doi.org/10.1037/a0030127

The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. (2010). Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L.. Learning and Individual Differences, 20(2), 89–100. https://doi.org/10.1016/j.lindif.2009.09.003

Supplemental Fluency Intervention and Determinants of Reading Outcomes. (2009). Vadasy, P. F., & Sanders, E. A.. Scientific Studies of Reading, 13(5), 383–425. https://doi.org/10.1080/10888430903162894

Effects of Targeted Intervention on Early Literacyeracy Skills of At-Risk Students. (2008). Wang, C., & Algozzine, B.. Journal of Research in Childhood Education, 22(4), 425–439. https://doi.org/10.1080/02568540809594637

Reading rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade. (2007). Ehri, L. C., Dreyer, L. G., Flugman, B., & Gross, A.. American Educational Research Journal, 44(2), 414–448. https://doi.org/10.3102/0002831207302175

The Efficacy of an Early Literacyeracy Tutoring Program Implemented by College Students. (2004). Allor, J., & McCathren, R.. Learning Disabilities Research & Practice, 19(2), 116–129. https://doi.org/10.1111/j.1540-5826.2004.00095.x