分离但相连：在线辅导、认知结果与软技能
Apart but Connected: Online Tutoring, Cognitive Outcomes, and Soft Skills
American Economic Review · 2025 · [{"name": "Michela Carlana", "affiliation": ["Center for Economic and Policy Research"]}, {"name": "Eliana La Ferrara", "affiliation": []}]
中文摘要
我们研究了在线辅导项目（Tutoring Online Program, TOP）。该项目的辅导完全在线进行，辅导教师是与弱势初中学生匹配的志愿大学生。我们利用随机分配估计该项目在疫情期间及疫情后（2020 年和 2022 年）的效应，并考察其影响渠道。每周三小时的一对一辅导使数学成绩在 2020 年提高了 0.22 个标准差，在 2022 年提高了 0.20 个标准差。辅导剂量越高，效应越强，而小组辅导的效应较小。TOP 提升了学生的抱负、社会情感技能和心理福祉，但这一效应仅在学校停课期间存在。我们还估计了 TOP 对辅导教师的影响，发现其同理心有所提高。（JEL I12, I21, I23, I26, I28）
Abstract
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, socioemotional skills, and psychological well-being, but only during school closures. We also estimate the impact of TOP on tutors, finding an increase in empathy. (JEL I12, I21, I23, I26, I28)