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Abstract In response to the COVID-19 outbreak, Italy’s government ordered the closure of all schools and universities in the country. Educators were forced to rapidly adapt to online/ distance learning methods. At home, students from underprivileged backgrounds are less likely to have proper learning support. This inequality might increase existing learning gaps by socioeconomic characteristics. The intent of this research is to evaluate the effectiveness of an intervention that provides individual online tutoring to students whose background does not allow them to properly follow learning activities during the school closure. Specifically, the intervention will randomly assign middle school students to a tutor -a volunteer college student- who will provide 3 hours of online tutoring per week. We will evaluate the impact of the intervention in the short-term and long-term educational outcomes of students. In response to the COVID-19 outbreak, Italy’s government ordered the closure of all schools and universities in the country. Educators were forced to rapidly adapt to online/ distance learning methods. At home, students from underprivileged backgrounds are less likely to have proper learning support. This inequality might increase existing learning gaps by socioeconomic characteristics. The intent of this research is to evaluate the effectiveness of an intervention that provides individual online tutoring to students whose background does not allow them to properly follow learning activities during the school closure. Specifically, the intervention will randomly assign middle school students to a tutor -a volunteer college student- who will provide online tutoring every week. We will evaluate the impact of the intervention in the short-term and long-term educational outcomes of students. We run a pilot study in the Spring 2020 and we will do a scale-up during the academic year 2020-21.
Last Published May 19, 2020 06:03 PM November 25, 2020 03:04 AM
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