Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic. EdWorkingPaper No. 21-350

Autor/inn/en	Carlana, Michela; La Ferrara, Eliana
Institution	Annenberg Institute for School Reform at Brown University
Titel	Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic. EdWorkingPaper No. 21-350
Quelle	(2021), (79 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; School Closing; Middle School Students; Disadvantaged Youth; Tutoring; Online Courses; Distance Education; College Students; Volunteers; Program Effectiveness; Achievement Gains; Social Development; Emotional Development; Aspiration; Well Being; Socioeconomic Status; Psychological Patterns; Immigrants; Foreign Countries; Student Characteristics; Student Attitudes; Italy + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Benachteiligter Jugendlicher; Förderkonzept; Nachhilfeunterricht; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Collegestudent; Freiwilliger; Achievement gain; Leistungssteigerung; Soziale Entwicklung; Gefühlsbildung; Streben; Well-being; Wellness; Wohlbefinden; Socio-economic status; Sozioökonomischer Status; Immigrant; Immigrantin; Immigranten; Ausland; Schülerverhalten; Italien
Abstract	In response to the COVID-19 outbreak, the governments of most countries ordered the closure of schools, potentially exacerbating existing learning gaps. This paper evaluates the effectiveness of an intervention implemented in Italian middle schools that provides free individual tutoring online to disadvantaged students during lock-down. Tutors are university students who volunteer for 3 to 6 hours per week. They were randomly assigned to middle school students, from a list of potential beneficiaries compiled by school principals. Using original survey data collected from students, parents, teachers and tutors, we find that the program substantially increased students' academic performance (by 0.26 SD on average) and that it significantly improved their socio-emotional skills, aspirations, and psychological well-being. Effects are stronger for children from lower socioeconomic status and, in the case of psychological well-being, for immigrant children. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01