A global evidence review for policymakers: findings from meta-analyses of tutoring

The COVID-19 pandemic had an unprecedented impact on education systems worldwide, with widespread school closures and a rapid shift to remote learning. In response to the pandemic, more than 190 countries implemented nationwide school closures, disrupting the education of approximately 1.5 billion students.  

Governments and educational institutions worldwide have recognised the urgent need for targeted interventions to mitigate learning loss and help students catch up after disruption on this scale. One such intervention that has gained prominence since the pandemic is tutoring. Tutoring, which involves one-on-one or small-group instruction from a teacher or teaching assistant, targeted at subject-specific areas, has been widely acknowledged as an effective means of addressing learning gaps, particularly for disadvantaged students. 

Governments around the world have begun to invest in large-scale tutoring initiatives as a key component of their pandemic recovery efforts. For example, the United Kingdom launched the National Tutoring Programme, which aimed to provide targeted, high-quality tutoring to disadvantaged students in England. Similarly, the United States allocated funding for evidence-based tutoring programmes through the American Rescue Plan. Given the widespread adoption of tutoring as an academic catch-up intervention, it is essential to summarise the existing evidence on the effectiveness of different tutoring approaches and identify the factors that contribute to successful implementation.  

This working paper provides a synthesis of meta-analyses on the effectiveness of tutoring programmes involving one-to-one and small-group tuition. By examining the existing literature and identifying key findings, this paper offers valuable insights for policymakers, educators, and researchers seeking to design and implement effective tutoring programmes.