Apart but Connected: Online Tutoring, Cognitive Outcomes, and Soft Skills / Michela Carlana, Eliana La Ferrara.

Author
Carlana, Michela [Browse]
Format
Book
Language
English
Published/​Created
Cambridge, Mass. National Bureau of Economic Research 2024.
Description
1 online resource: illustrations (black and white);

Details

Series
  • Working Paper Series (National Bureau of Economic Research) no. w32272. [More in this series]
  • NBER working paper series no. w32272
Summary note
We study the Tutoring Online Program (TOP), where: (i) tutoring is entirely online; (ii) tutors are volunteer university students, matched with underprivileged middle school students. We leverage random assignment to estimate effects during and after the pandemic (2020 and 2022), investigating channels of impact. Three hours of individual tutoring per week increased math performance by 0.23 SD in 2020 and 0.20 SD in 2022. Higher-dosage yielded stronger effects, while group tutoring smaller effects. TOP enhanced students' aspirations, socio-emotional skills and psychological well-being, but only during school closures. We also estimate the impact of TOP on tutors, finding increases in empathy.
Notes
March 2024.
Source of description
Print version record
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