Research suggests that DLPs are a promising lever for mitigating economic disparities in math achievement. However, due to structural barriers such as limited funding and resources, economically disadvantaged youth spend significantly less time engaging with DLPs than students from higher income backgrounds. To address this disparity in usage, Altermatt and colleagues will compare students who used a DLP and received tutoring support against a matched comparison group of students who used a DLP and did not receive tutoring. Focusing on the state of Utah, Altermatt will use multilevel modeling on statewide DLP usage data, tutoring dosage data, and administrative data to examine whether stacking tutoring with DLP use improves engagement and results in higher mathematic growth than DLP use alone. Sub-group analysis will examine differences in outcomes by economic status.
Does pairing the use of digital learning platform (DLP) with tutoring increase engagement and improve math outcomes for low-income students?
