Beth Schueler, Daniel Rodriguez-Segura
What was this study about?
Covid-19 school closures have generated significant interest in tutoring to make up for lost learning time. Tutoring is backed by rigorous research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone calls in Kenya when schools were closed. Schools (j=105) were randomly assigned for 3rd, 5th and 6th graders (n=8,319) to receive one of two versions of a 7-week weekly math intervention—5-minute accountability checks or 15-minute mini-tutoring sessions—or to the control group.