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The Impact of Virtual High-Dosage Tutoring in New Mexico

Principal Investigator

Matteo Magnaricotte – University of Chicago

Project Description

The researchers randomly assigned 1,462 students from 18 middle schools across New Mexico to receive high-dosage, small group tutoring which was designed to include virtual tutoring during the school day in classrooms with an in-person proctor, tutors working virtually with one to four students at a time, and sessions lasting at least 30 minutes for at least 90 minutes per week over 32-36 weeks.

Research Questions

  • What is the impact of high-dosage, small-group tutoring on student learning?

Key Findings

The preliminary results using the New Mexico state assessment suggest that students who received tutoring learned approximately 38 percent more math, or 3.5 extra months of learning, over the year than those who did not receive tutoring.

Study Citation

Magnaricotte, M. (2025). The impact of virtual high dosage tutoring in New Mexico. [Brief]. Retrieved from https://educationlab.uchicago.edu/wp-content/uploads/sites/3/2025/06/The-Impact-of-Virtual-High-Dosage-Tutoring-in-New-Mexico-6.13.pdf

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

Grantee

Personalized Learning Initiative

Full Report
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