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 65
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

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

Effects of tutorial interventions in mathematics and attention for low-performing preschool children. (2016). Barnes, M. A., Klein, A., Swank, P., Starkey, P., McCandliss, B., Flynn, K., ... & Roberts, G.. Journal of Research on Educational Effectiveness. https://files.eric.ed.gov/fulltext/EJ1115262.pdf

The effect of tutoring with nonstandard equations for students with mathematics difficulty. (2015). Powell, S. R., Driver, M. K., & Julian, T. E.. Journal of Learning Disabilities. https://psycnet.apa.org/record/2015-36636-006

The (Surprising) Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth: Results from a Randomized Experiment in Chicago. (2014). Cook, P. J., Dodge, K., Farkas, G., Fryer, R., Guryan, J., Ludwig, J., Mayer, S., Pollack, H., & Steinberg, L.. National Bureau of Economic Research, Inc.. https://econpapers.repec.org/paper/nbrnberwo/19862.htm

Impact Evaluation of the Minnesota Reading Corps K-3 Program. (2014). Markovitz, C. E., Hernandez, M. W., Hedberg, E. C., & Silberglitt, B.. Corporation for National and Community Service. https://files.eric.ed.gov/fulltext/ED560018.pdf

Immediate and Long-Term Effects of Tier 2 Reading Instruction for First-Grade Students With a High Probability of Reading Failure. (2014). Case, L., Speece, D., Silverman, R., Schatschneider, C., Montanaro, E., & Ritchey, K.. Journal of Research on Educational Effectiveness, 7(1), 28–53. https://doi.org/10.1080/19345747.2013.786771

TextNow Transition Programme: Evaluation report and executive summary. (2014). Maxwell, B., Connolly, P., Demack, S., O’Hare, L., Stevens, A., & Clague, L. (2014). London: Education Endowment Foundation. https://www.researchgate.net/publication/266599371_TextNow_Transition_Programme…

A Randomized Controlled Trial Evaluation of Time to Read, a Volunteer Tutoring Program for 8- to 9-Year-Olds. (2013). Miller, S., & Connolly, P.. Educational Evaluation and Policy Analysis, 35(1), 23–37. https://www.jstor.org/stable/23356968

A one-to-one programme for at-risk readers delivered by older adult volunteers. (2013). Fives, A., Kearns, N., Devaney, C., Canavan, J., Russell, D., Lyons, R., Eaton, P., & O’Brien, A.. Review of Education. https://doi.org/10.1002/rev3.3016

Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers. (2013). Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E.. Reading Research Quarterly, 48(2), 135–154. https://doi.org/10.1002/rrq.45

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., ... & Bryant, J. D. Journal of Educational Psychology. https://psycnet.apa.org/record/2012-26193-001

Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers. (2013). Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E.. Reading Research Quarterly, 48(2), 135–154. https://doi.org/10.1002/rrq.45

The Effect of the Experience Corps® Program on Student Reading Outcomes. (2012). Lee, Y. S., Morrow-Howell, N., Jonson-Reid, M., & McCrary, S.. Education and Urban Society, 44(1), 97–118. https://doi.org/10.1177/0013124510381262

Early numeracy intervention program for first-grade students with mathematics difficulties. (2011). Bryant, D. P., Bryant, B. R., Roberts, G., Vaughn, S., Pfannenstiel, K. H., Porterfield, J., & Gersten, R.. Exceptional Children. https://journals.sagepub.com/doi/abs/10.1177/001440291107800101