Data and Code for: "Apart but Connected: Online Tutoring, Cognitive Outcomes, and Soft Skills"
Principal Investigator(s): View help for Principal Investigator(s) Michela Carlana, Harvard University; Eliana La Ferrara, Harvard University
Version: View help for Version V1
| Name | File Type | Size | Last Modified |
|---|---|---|---|
| Data_analysis | 09/10/2025 01:14:PM | ||
| Data_construction | 09/10/2025 01:12:PM |
Project Citation:
Carlana, Michela, and La Ferrara, Eliana. Data and Code for: “Apart but Connected: Online Tutoring, Cognitive Outcomes, and Soft Skills.” Nashville, TN: American Economic Association [publisher], 2025. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2025-09-26. https://doi.org/10.3886/E228584V1
Project Description
Summary:
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We study the Tutoring Online Program (TOP), where tutoring is entirely online
and tutors are volunteer university students, matched with underprivileged middle
school students. We leverage random assignment to estimate effects during and
after the pandemic (2020 and 2022), investigating channels of impact. Three hours
of individual tutoring per week increased math performance by 0.22 SD in 2020
and 0.20 SD in 2022. Higher-dosage yielded stronger effects, while group tutoring
smaller effects. TOP enhanced students’ aspirations, socio-emotional skills and
psychological well-being, but only during school closures. We also estimate the
impact of TOP on tutors, finding an increase in empathy.
Funding Sources:
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Fondazione Romeo ed Enrica Invernizzi;
Malcolm Wiener Center for Social Policy at Harvard Kennedy School;
Cariplo Foundation;
JPAL PPE
Scope of Project
JEL Classification:
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I21 Analysis of Education
I24 Education and Inequality
I21 Analysis of Education
I24 Education and Inequality
Geographic Coverage:
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Italy
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