Cross-age tutoring effects on tutees do not significantly differ by number of sessions, tutor type, tutee risk type, or subject area¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Tutee effects did not depend on number of sessions (b = −0.00, p > 0.05), tutor type (b = 0.09, p > 0.05), tutee risk type (b = 0.07, p > 0.05), or subject (b = −0.19, p > 0.05). → Chang 2025

Evidence¶

Chang 2025¶

Chang, A., Mauer, E., Wanzek, J., Kim, S., Scammacca, N., & Swanson, E. (2025). Examining the academic effects of cross-age tutoring: A meta-analysis. Educational Psychology Review, 37, 19. https://doi.org/10.1007/s10648-025-09997-z

q3 · i? · quant-synthesis · r3

Meta-regression with RVE for tutees across four moderators. All Wald test p-values exceeded 0.05, indicating no significant moderation of tutee outcomes by sessions, tutor type, or risk status.

"Results indicate that intervention effects did not depend on the number of tutoring sessions (b = − 0.00, SE = 0.00, p > 0.05), whether the tutor was an older student or an adult volunteer (b = 0.09, SE = 0.17, p > 0.05) or whether tutees were at-risk for learning difficulties or typically developing (b = 0.07, SE = 0.17, p > 0.05)."

Chang 2025 (2)¶

Chang, A., Mauer, E., Wanzek, J., Kim, S., Scammacca, N., & Swanson, E. (2025). Examining the academic effects of cross-age tutoring: A meta-analysis. Educational Psychology Review, 37, 19. https://doi.org/10.1007/s10648-025-09997-z

q3 · i? · quant-synthesis · r3

Subject-area moderator for tutees was non-significant (b = −0.19, SE = 0.16, p > 0.05), indicating similar effects for reading and math outcomes.

"Additionally, effect sizes did not differ based on whether the outcome was a measure of reading or math (b = − 0.19, SE = 0.16, p > 0.05)."

Discussion¶

Related Claims¶

• Cross-age tutoring produces a small-to-moderate positive effect on academic outcomes for both tutors and tutees — related
• Removing outliers does not meaningfully change cross-age tutoring meta-analysis results — related
• Peer Tutoring Improves Achievement — a broader claim this one bears on
• Tutoring is highly effective, and hiring older peers as tutors supports learning gains for both older and younger students — related