Table 1

Balance, Attrition, and Compliance

	Cohort 1			Cohort 2			Cohort 3
	T	C	p-Value	T	C	p-Value	T	C	p-Value
Panel A: Pre-Treatment Characteristics
Avg. student
Age	8.82	8.83	0.71	8.49	8.37	0.09	8.40	8.47	0.31
Proportion female	0.50	0.48	0.74	0.47	0.50	0.42	0.50	0.52	0.76
Scores
Fluency of oral reading	49.84	50.73	0.14	42.17	42.12	0.98	44.17	43.42	0.51
Knowledge of letter sounds	14.82	13.64	0.20	12.41	13.46	0.18	19.51	19.00	0.69
Reading of nonwords	28.83	28.33	0.54	24.22	24.88	0.41	26.62	26.83	0.84
Reading comprehension	3.07	3.10	0.55	2.10	1.99	0.20	5.33	5.05	0.26
Literacy score (avg. of subscores)	0.59	0.59	0.90	0.39	0.39	0.37	0.49	0.48	0.55
Addition	12.18	12.23	0.60	10.15	9.97	0.57	11.78	11.89	0.67
Subtraction	9.51	9.21	0.40	8.12	7.74	0.26	9.44	9.16	0.35
Math score (avg. of subscores)	0.42	0.42	0.95	0.35	0.34	0.31	0.41	0.41	0.87
Avg. school
Grade 3 enrollment	47.71	47.70	0.83	41.33	42.88	0.76	45.83	43.45	0.54
Morning	0.79	0.72	0.50	0.74	0.76	0.80	0.77	0.70	0.49
Rural	0.25	0.20	0.53	0.12	0.17	0.57	0.15	0.17	0.74
Avg. socioeconomic status (1–6)	1.89	1.81	0.44	1.81	1.91	0.26	1.89	1.82	0.51
Avg. class size	23.91	23.34	0.56	23.42	26.06	0.09	24.65	23.49	0.48
Avg. number of classrooms in Grade 3	1.56	1.61	0.84	1.45	1.36	0.43	1.55	1.50	0.69
Panel B: Tutorial Assignment
Avg. tutorial size	5.92	5.91	0.63	4.82	4.79	0.67	4.99	4.91	0.30
SD literacy score of students in tutorial	0.09	0.10	0.32	0.10	0.10	0.71	0.10	0.10	0.79
Panel C: Compliance
Ever attended a tutorial	0.92	0.00	0.00	0.94	0.00	0.00	0.98	0.00	0.00
Tutorial attendance (percent)	0.73	0.00	0.00	0.90	0.00	0.00	0.90	0.00	0.00
Tutorial attendance (sessions)	26.20	0.00	0.00	43.03	0.00	0.00	42.99	0.00	0.00
Panel D: Attrition
End of Grade 3	0.06	0.07	0.19	0.07	0.09	0.27	0.09	0.09	0.95
Beg./mid. Grade 4	0.54	0.60	0.25	0.12	0.16	0.08	0.10	0.12	0.40
End Grade 4	0.21	0.17	0.09	0.14	0.12	0.50	0.14	0.18	0.20

Notes: Panel A shows the average pre-treatment characteristics of eligible students. Scores for subtasks are expressed in number of correct responses (fluency of oral reading, reading of nonwords, reading comprehension, additions, subtractions). Literacy and math scores are expressed as average proportion of correct answers in each subtask. Panel B shows tutorials’ characteristics. In the case of the control group, we assigned students to hypothetical tutorials (even when no tutor was assigned to them). Panel C shows which eligible students attended the tutorials and the intensity of attendance. Panel D shows the attrition rates at different time horizons of the eligible students observed at baseline. Columns labeled “T” show the average for students in schools randomized to treatment. Columns labeled “C” show the average for students in schools randomized to control. Columns labeled “p-Value” show the p-value of a test of H₀ : θ = 0 (see Equation 1). We present these statistics by cohort.