High-Dosage Tutoring and Reading Achievement: Evidence from New York City
---- Acknowledgments ----
We are grateful to Lawrence Katz, James Kim, Nonie Leseaux, and Catherine Snow for helpful comments and suggestions. Financial Support from the Education Innovation Laboratory, the Ford Foundation, New York City Council, and The Robin Hood Foundation is gratefully acknowledged. Adriano Fernandes, Blake Heller, Alex McNaughton, Adam Pfander, and Hannah Ruebeck provided excellent project management and research assistance. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.