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ERIC Number: EJ933952
Record Type: Journal
Publication Date: 2011
Pages: 25
Abstractor: As Provided
Reference Count: 62
ISSN: ISSN-0924-3453
Improving Attainment across a Whole District: School Reform through Peer Tutoring in a Randomized Controlled Trial
Tymms, Peter; Merrell, Christine; Thurston, Allen; Andor, John; Topping, Keith; Miller, David
School Effectiveness and School Improvement, v22 n3 p265-289 2011
Districts are an important unit for administrative purposes, but they vary little in their impact on students' attainment, at least in the UK. Further, government attempts to raise attainment are often disappointing. The project described in this article aimed to engage schools in reform to change students' attainment and attitudes in schools across a whole district. The intervention, peer tutoring, has a good research pedigree in small-scale studies, but scaling it up to district-level implementation has not been rigorously evaluated. Over 2 years, 129 elementary schools in 1 Scottish district were randomly assigned to different interventions. The implementation was not perfect, but the results were positive with respect to cross-age tutoring, which had effect sizes of about 0.2. Despite limitations, the study demonstrates that it is possible to carry out a clustered randomized controlled trial (RCT) on a large scale working with districts and suggests that peer tutoring has promise when scaled up. (Contains 10 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom