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 57
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

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/

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

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

Rapid Phonics: Evaluation report and executive summary. (2015). King, B., & Kasim, A.. London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581293

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

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

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…

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

Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later?. (2014). Blachman, B. A., Schatschneider, C., Fletcher, J. M., Murray, M. S., Munger, K. A., & Vaughn, M. G.. Journal of Educational Psychology, 106(1), 46–57. https://doi.org/10.1037/a0033663

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

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

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

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

Pearson Words Their Way: Word study in action: Intervention efficacy study final report . (2011). Eddy, R. M., Ruitman, H. T., Hankel, N., Matelski, M. H., & Schmalstig, M. . La Verne, CA: Cobblestone Applied Research