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 31 - 60 of 159
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

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/

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

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

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

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

Paired Reading: Evaluation report and executive summary. (2015). Lloyd, C., Edovald, T., Kiss, Z., Morris, S., Skipp, A., & Ahmed, H. (2015). London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581127

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

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

Perry Beeches Coaching Programme: Evaluation report and executive summary. (2015). Lord, P., Bradshaw, S., Stevens, E., & Styles, B. . London: Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED581144.pdf

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

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

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

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…

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

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

An experimental evaluation of guided reading and explicit interventions for primary-grade students at-risk for reading difficulties. (2014). Denton, C. A., Fletcher, J. M., Taylor, W. P., Barth, A. E., & Vaughn, S.. Journal of Research on Educational Effectiveness, 7(3), 268–293. https://doi.org/10.1080/19345747.2014.906010

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

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

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