Closing the income-achievement gap? Experimental evidence from high-dosage tutoring in Dutch primary education

We present experimental evidence on a high-dosage tutoring (HDT) program implemented in three primary schools in a low-income neighborhood in the Netherlands. We document treatment effects of 0.28 national population standard deviations in math achievement scores (p<0.01) after one school year. These treatment effects are sizable and can account for roughly 40% of the math achievement gap between low-income and high-income students in the Netherlands. As most of the evidence on intensive tutoring programs draws on research from low-income settings in the US, our findings show that (i.)... Mehr ...