Policy Challenge
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Program Type
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34
2
4
Learning In Primary
Tutoring (eLP)
56
11
Evaluation Effect Average Age Observations Experimental Evaluation Country Intervention
May 2013 68 Grade 1 866 Yes United States Students received 30-minute daily tutoring sessions for reading
Rutt 2015 16 Grade 6 557 Yes United Kingdom Students received 15-minute tutoring sessions twice a week for reading
NFER 2014 i 21 Grade 3 216 Yes United Kingdom Students received 15-minute tutoring sessions twice a week for math
NFER 2014 ii 27 Grade 3 210 Yes United Kingdom Students received 15-minute tutoring sessions twice a week for math

Graph of Effects

This graph shows the effects of [Number of Evaluations] evaluations of [Program Type] programs. The first evaluation, [Evaluation name 1], estimated an effect of [Estimated effect Eval. 1] points (graphed with the top grey circle). Because this is an estimate, there is uncertainty about what the true effect is. But we know that the true effect will probably lie between a low value of [True effect lie between – Low value, Eval. 1] and a high value of [True effect lie between – High value, Eval. 1] (graphed with the top horizontal line). We can combine the estimates from all the evaluations and compute an average effect of [Estimated effect, Average] (graphed with the black circle). There is also uncertainty about where the true average effect is. But we know that the true average effect probably lies between [True effect lie between – Low value, Average] and [True effect lie between – High value, Average] points (graphed with the bottom horizontal line).
Evaluation Effects Low Value High Value Weight in Average Effect (%)
May 2013 68 56 81 26
NFER 2014 i 21 4 38 25
NFER 2014 ii 27 9 45 24
Rutt 2015 16 1 31 25
Overall