Chloe Gibbs, assistant professor in the Department of Economics at the University of Notre Dame, will discuss the evidence behind both high-dosage tutoring and computer-assisted learning (CAL) for student learning.
She and her colleagues developed and tested a program to support elementary and middle school math teachers using CAL to augment and personalize instruction. The research team conducted two randomized evaluations to study program impact on students’ math skills in two large, diverse school districts in the United States. The intervention led to improved math performance in one evaluation and mixed results in the other, with test-score gains concentrated in elementary school classrooms and those with higher weekly CAL practice time.
Gibbs studies the economics of education and is interested in measuring the intended and unintended effects of policies and programs targeted at disadvantaged children and families.
Julie Deardorff
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