NATIONAL BUREAU OF ECONOMIC RESEARCH
NATIONAL BUREAU OF ECONOMIC RESEARCH
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Vincent Quan

Abdul Latif Jameel Poverty Action Lab,
North America (J-PAL North America)
400 Main Street, E19-201
Cambridge, MA 02142

E-Mail: EmailAddress: hidden: you can email any NBER-related person as first underscore last at nber dot org

NBER Working Papers and Publications

July 2020The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence
with Andre Nickow, Philip Oreopoulos: w27476
Tutoring—defined here as one-on-one or small-group instructional programming by teachers, paraprofessionals, volunteers, or parents—is one of the most versatile and potentially transformative educational tools in use today. Within the past decade, dozens of preK-12 tutoring experiments have been conducted, varying widely in their approach, context, and cost. Our study represents the first systematic review and meta-analysis of these and earlier studies. We develop a framework for considering different types of programs to not only examine overall effects, but also explore how these effects vary by program characteristics and intervention context. We find that tutoring programs yield consistent and substantial positive impacts on learning outcomes, with an overall pooled effect size est...
August 2017Education Technology: An Evidence-Based Review
with Maya Escueta, Andre Joshua Nickow, Philip Oreopoulos: w23744
In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-ass...
 
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