ERIC Number: EJ1049742
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: N/A
How to Make Additional Time Matter: Integrating Individualized Tutorials into an Extended Day
Kraft, Matthew A.
Education Finance and Policy, v10 n1 p81-116 Win 2015
Evidence on the effect of extending the school day is decidedly mixed because of the stark differences in how schools use additional time. In this paper, I focus narrowly on the effect of additional time used for individualized tutorials. In 2005, MATCH Charter Public High School integrated two hours of tutorials throughout an extended day. The unanticipated implementation of this initiative and the school's admissions lottery allow me to use two complementary quasi-experimental methods to estimate program effects. I find that providing students with daily tutorials that are integrated into the school day and taught by full-time, recent college graduates increased achievement on tenth-grade English language arts exams by 0.15-0.25 standard deviations per year. I find no average effect in mathematics beyond the large gains students were already achieving, although quantile regression estimates suggest the tutorials raised the lowest end of the achievement distribution in mathematics.
Descriptors: Tutorial Programs, Integrated Activities, Individualized Instruction, High School Students, Quasiexperimental Design, Program Effectiveness, Language Arts, Achievement Gains, Extended School Day, Grade 10, Educational Practices, Evidence, Improvement Programs, English Instruction, Mathematics Achievement, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 10
Authoring Institution: N/A