In this proof-of-concept, we aim to evaluate an in-school intervention combining the use of a Computer Adaptive Learning (CAL) software with group tutoring as a potentially scalable alternative to accelerate learning recovery among teenagers. Moreover, we aim to generate evidence on whether using CAL-generated data for targeted tutoring and teacher support can lead to better student outcomes. The intervention has two components:
Component #1 introduces the use of CAL as part of schools’ regular instruction, substituting two out of seven weekly hours scheduled for math instruction. The software selected has been adapted to the Dominican Republic’s math curriculum. This arm includes “CAL aides” to support teachers in leveraging the rich source of data the platform provides to assess student learning and adapt their instruction. CAL aides will meet for one hour every two weeks with teachers to support them in accessing and monitoring students’ assessments, tracking their progress, identifying topics that students do not yet master for lesson planning, and using resources offered by the software to ease their workload (e.g., assigning and grading homework and tests).
Component #2 introduces targeted, data-driven (based on CAL software data) small-group tutoring. This component aims to explore complementarities between CAL and more
traditional forms of instruction, such as tutoring, by providing up to three weekly hours of tutoring to high-need students. Students participating in tutoring sessions will have access to the platform (component #1), and tutors will be instructed to use the data to monitor student progress, identify learning gaps, and plan their lessons. These lessons will be implemented during school hours devoted to extracurricular activities.