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

Displaying 1 - 20 of 20
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.

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.…

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.

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.

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.

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.

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.

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.

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

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.

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).

Catch Up® Numeracy Evaluation Report and Executive Summary . (2014). Rutt, S., Easton, C., & Stacey, O. . London: Education Endowment Foundation.

Every Child Counts: Testing policy effectiveness using a randomised controlled trial, designed, conducted and reported to CONSORT standards. (2013). Torgerson, C. J., Wiggins, A., Torgerson, D., Ainsworth, H., & Hewitt, C. . doi:10.1080/14794802.2013.797746. doi:10.1080/14794802.2013.797746

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.

Evaluating math recovery: Assessing the causal impact of a diagnostic tutoring program on student achievement. (2013). Smith, T. M., Cobb, P., Farran, D. C., Cordray, D. S., & Munter, C. . American Educational Research Journal, 50(2), 397–428.

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.

Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties. (2008). Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M.. Exceptional Children.