An Updated Systematic Review on Parent Tutoring

30 studies (20 single-case designs, 10 group designs) published 2006-2020

Children in kindergarten through 12th grade whose family member implemented a specific academic intervention at home

Systematic review coding every included study against the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education, plus parent-tutoring intervention indicators. A quality audit rather than a pooled estimate.

The evidence base for parent tutoring was classified as "potentially evidence-based" for kindergarten through third grade and "insufficient evidence" for fourth through twelfth grade — after fifteen years of additional research, parent tutoring still does not clear an evidence-based-practice bar at any age, and clears nothing at all past grade 3. The named limitation across the corpus is "inadequate description of interventionist training and fidelity", i.e. the studies mostly do not report whether the parent was trained or whether they delivered what they were asked to deliver.

Low for the reviewed intervention studies; the review's subject is design quality rather than causal identification.

Reaches the same conclusion as See & Gorard 2015 about a neighbouring literature and as Dahl-Leonard et al. 2025 about the single-case-versus-group design gap — three independent quality audits, one verdict.