Efficacy of providing HS students with daily tutorials that are integrated into the school day

Evidence on the effect of extending the school day is decidedly mixed because of the stark differences in how schools use additional time. This paper focuses on the effect of additional time used for individualized tutorials. 

In 2005, MATCH Charter Public High School integrated two hours of tutorials throughout an extended day. The study concludes that providing students with daily tutorials that are integrated into the school day and taught by full-time, recent college graduates increased achievement on tenth-grade English language arts exams by 0.15–0.25 standard deviations per year, but achieved no average effect in mathematics.