Research

What Does the Research Say?

Research strongly supports the effectiveness of individualized tutoring.

A major 2024 review published in the American Educational Research Journal analyzed 89 randomized tutoring studies and found substantial positive effects on student learning. Among the different tutoring arrangements studied, one-on-one tutoring produced the strongest overall results.

Research involving high school math students has also found significant improvements in mathematics achievement from individualized tutoring. Studies generally find that more frequent tutoring produces larger gains, particularly for students who are substantially behind, but positive effects have also been found with tutoring provided once or twice per week.

Selected Research

Nickow, Oreopoulos & Quan (2024)
The Promise of Tutoring for PreK–12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence
American Educational Research Journal

University of Chicago Education Lab
Randomized studies of individualized high school mathematics tutoring.

National Student Support Accelerator, Stanford University
Research on the effectiveness and design of high-impact tutoring.

Zhang et al. (2026)
Meta-analysis of 76 international studies examining private mathematics tutoring and student outcomes.