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 3 years, schools offered at least 130 hours of four-on-one tutoring based on a guided reading model. At the mean, tutoring had 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. For black students, our treatment increased attendance by 2.0 percentage points and ELA scores by 0.09 standard deviations per year.

中文翻译：

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高剂量的辅导和阅读成就：来自纽约市的证据

这项研究使用学校级别的随机现场实验，研究了纽约市公立学校中学生的高水平阅读辅导对学生成绩的影响。在3年的时间里，学校根据指导阅读模型提供了至少130个小时的四对一辅导。平均而言，补习对入学率有积极和显着的影响，对英语语言艺术（ELA）状态测验成绩有积极但微不足道的影响，对数学状态测验成绩没有影响。对于黑人学生，我们的治疗每年将出勤率提高2.0个百分点，ELA得分提高0.09个标准差。