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Using a randomized controlled trial in Spain, it evaluates a scaled online mathematics program delivered by interim public-school teachers from existing registries rather than specially recruited tutors. Tutoring raises end-of-year grades and standardized math test scores, improves student confidence, and reduces math anxiety. A socio-emotional tutor training module improves affective outcomes but does not increase academic gains.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/from-pilot-to-policy-experimental-evidence-from-scaling-online-tutoring/583329/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/from-pilot-to-policy-experimental-evidence-from-scaling-online-tutoring/583329.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main question of the paper?","Question",{"text":112,"@type":113},"Can effective tutoring programs survive the transition from pilot to scale and from researchers to government implementers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was tutoring delivered in the study?",{"text":117,"@type":113},"Tutoring was provided by interim public-school teachers who were already qualified and integrated into the government’s teacher registry, not by specially recruited tutors.",{"name":119,"@type":110,"acceptedAnswer":120},"Did the tutor socio-emotional training improve academic outcomes?",{"text":121,"@type":113},"It improved affective outcomes, but it did not enhance academic gains.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583329,1792166374,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Discussion Paper  \nISSN 2042-2695  \nNo. 2176 April 2026  \nFrom pilot to policy:  \nexperimental evidence from Scaling online tutoring  \nMaría Calle  \nLucas Gortazar  \nMaria Hernandez-de-Benito Claudia Hupkau  \nTeresa Molina-Millán Antonio Roldán-Monés  \nAbstract  \nCan effective tutoring programs survive the transition from pilot to scale, and from researcher to government implementers? We address this question using a randomized controlled trial of an online mathematics tutoring program scaled from a successful pilot and implemented entirely by regional education authorities in Spain. Critically, tutoring was delivered by interim public-school teachers–qualified educators already integrated into the government’s teacher registry–rather than specially recruited tutors, offering a test of whether effects persist under a lower-cost, readily scalable staffing model. Assignment to tutoring increased end-of-year grades by 0.15σ and standardized math test scores by 0.11σ–approximately one-third of the original pilot effects. Treated students also reported improved confidence in their math abilities and reduced math anxiety. An experimental socio-emotional training module for tutors improved affective outcomes but did not enhance academic gains. The findings demonstrate that online tutoring can generate meaningful benefits at scale under government implementation, while providing realistic benchmarks for the “voltage drop” policymakers should anticipate when adopting evidence-based interventions.  \nKeywords: online tutoring; scale-up; RCT; government implementation; mathematics achievement; socioemotional learning  \nJEL codes: C93; I21; I24; I28; J45  \nThis paper was produced as part of the Education Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.  \nWe are grateful to seminar and conference participants for valuable comments and suggestions. Claudia Hupkau acknowledges financial support from the Ministerio de Ciencia e Innovación through grants PID2022-140206OB-I00 and RYC2023-044087-I. All errors remain our own.  \nMaría Calle, Ministerio de Inclusión, Seguridad Social y Migraciones. Lucas Gortazar, EsadeEcPol, Esade Business School and World Bank. Maria Hernandez-de-Benito, CUNEF Universidad. Claudia Hupkau, CUNEF Universidad and Centre for Economic Performance at the London School of Economics. Teresa Molina-Millán, University of Alicante. Antonio Roldán-Monés, Department of Economics, IE University and London School of Economics.  \nPublished by  \nCentre for Economic Performance  \nLondon School of Economic and Political Science Houghton Street  \nLondon WC2A 2AE  \nAll rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior permission in writing of the publisher nor be issued to the public or circulated in any form other than that in which it is published.  \nRequests for permission to reproduce any article or part of the Working Paper should be sent to the editor atthe above address.  \n􀂔 M. Calle, L. Gortazar, M. Hernandez-de-Benito, C. Hupkau, T. Molina-Millán and A. Roldán-Monés,  \nsubmitted 2026.  \n1 Introduction  \nPersonalized, high-dosage tutoring has long been recognized as one of the most effective educational interventions, with recent meta-analyses documenting effect sizes often exceeding 0.3 standard deviationson academic outcomes (Nickow et al., 2024; Kraft and Falken, 2021) . Technological advances have made high-quality tutoring increasingly accessible through online platforms, expanding reach while reducing costs (Carlana and La Ferrara, 2025; Kraft and Lovison, 2025; Gortazar et al., 2024; Kraft et al., 2022; Hardt et al. , 2023; Escueta et al., 2020) . Yet, despite accumulating evidence from carefully designed pilots, fundamental questions remain about whether these promising results can be replicated when programs scale beyond their original contexts and are implement","cbCaiiz7h6G7TaJ1","https://ap.wps.com/l/cbCaiiz7h6G7TaJ1","pdf",732508,46,"English","# Abstract\n# Introduction\n## Scaling effective educational interventions\n## Research question and context","[{\"question\":\"What is the main question of the paper?\",\"answer\":\"Can effective tutoring programs survive the transition from pilot to scale and from researchers to government implementers.\"},{\"question\":\"How was tutoring delivered in the study?\",\"answer\":\"Tutoring was provided by interim public-school teachers who were already qualified and integrated into the government’s teacher registry, not by specially recruited tutors.\"},{\"question\":\"Did the tutor socio-emotional training improve academic outcomes?\",\"answer\":\"It improved affective outcomes, but it did not enhance academic gains.\"}]","From pilot to policy - experimental evidence from Scaling online tutoring | PDF",1792046809,116]