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Showing 4 verified claims
High-dosage tutoring — frequent (typically >=3 sessions/week), sustained, small-group or one-to-one instruction delivered during the school day by trained tutors — is among the most reliably effective interventions for raising student achievement, with consistent positive effects across dozens of randomized field experiments; effects are largest in early grades and for lower-achieving and lower-income students.
Higher family income causally improves children's developmental and educational outcomes, especially for the poorest families, but the effects are modest — and a flagship US randomized trial of unconditional cash found null effects on children's development at age 4 — so the magnitude, durability, and sufficiency of cash alone are genuinely uncertain.
Substantial class-size reduction in the early grades (e.g., to 13-17 students, as in Tennessee's Project STAR) produces small-to-moderate short-term gains in student achievement, with larger benefits for low-income and minority students; long-term and at-scale effects are smaller, inconsistent, and contested.