NATIONAL BUREAU OF ECONOMIC RESEARCH
NATIONAL BUREAU OF ECONOMIC RESEARCH

Meghan L. Howard Noveck

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NBER Working Papers and Publications

September 2017High-Dosage Tutoring and Reading Achievement: Evidence from New York City
with Roland G. Fryer, Jr: w23792
This study examines the impact on student achievement of high-dosage reading tutoring for middle school students in New York City Public Schools, using a school-level randomized field experiment. Across three years, schools offered at least 130 hours of 4-on-1 tutoring based on a guided reading model, which consisted of 1-on-1 read alouds, independent reading, vocabulary review, and group discussion. We show that, at the mean, tutoring has a positive and significant effect on school attendance, a positive, but insignificant, effect on English Language Arts (ELA) state test scores and no effect on math state test scores. There is important heterogeneity by race. For black students, our treatment increased attendance by 2.0 percentage points (control mean 92.4 percent) and ELA scores by 0.09...
 
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