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Covid-19 school closures generated interest in tutoring to make up for lost learning time. Tutoring is backed by rigorous research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone calls in Kenya when schools were closed. Schools ( n  = 105) were randomly assigned for 3rd, 5th and 6th graders ( n  = 8,319) to receive one of two versions of a 7-week weekly math intervention—5-minute accountability checks or 15-min mini-tutoring sessions—or to the control group. Although calls increased perceptions that teachers cared, accountability checks had no effect on math performance four months later and tutoring decreased achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take assessments. Tutoring substituted away from more productive uses of time, at least among returners. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning interventions with best practices and targeting to those who benefit most.

A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya