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The Impact of Tutoring and EdTech in Greenville County Schools, South Carolina

Principal Investigator

Monica Bhatt – University of Chicago

Project Description

In SY 2023-24, PLI partnered with Greenville County Schools to conduct a randomized controlled trial (RCT) testing two personalized math support models for middle school students: 1) higher-cost, small-group virtual tutoring using an edtech product to provide instructional materials based on students’ unique needs, and 2) lower-cost, independent work for students using the personalized edtech product offering individualized content and practice based on students’ needs. The study involved just over 2,000 students across three schools, with interventions delivered during homeroom for 30 minutes, three times a week over 20 weeks. Students were randomized to one of the two interventions or a business-as-usual control group.

Research Questions

  • What is the impact of virtual tutoring and edtech on student learning outcomes in middle school math?

Key Findings

Students receiving the virtual tutoring gained an additional .11 SDs, on average, in end-of-year math scores compared to students in the business-as-usual control group, equivalent to 32% of the math an average middle school student learns in a year. Students in the edtech-only group showed no significant effects, possibly due to a weakened comparison if control group students were also engaged with edtech products.

Study Citation

The University of Chicago. (2025). The impact of tutoring and edtech in Greenville County Schools, South Carolina. Retrieved from: https://drive.google.com/file/d/1kOz9QEukqVhVLVE1a_Yx0zvol2oFTr-D/view?usp=sharing

The Key Findings above were reproduced from the published report and do not necessarily reflect interpretation of Overdeck Family Foundation staff.

Publication
Year

2025

Status

Completed

Study Type

RCT (Preliminary Results)

Grantee

Personalized Learning Initiative

Full Report
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Courtesy of TalkingPoints

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