This document presents the results of a remote tutoring program implemented in Argentina (in the City of Buenos Aires and the Province of Mendoza). Tutoring sessions were delivered by public teacher college institutions, covering foundational mathematics content through a 20-minute weekly phone call for an 8-weeks period. The study focused on families with children enrolled in primary public schools aged 10 to 13 years old. We estimate null effects in academic performance in our intention to treat and treatment on the treated estimators from a randomized controlled trial among students in the City of Buenos Aires. The matching estimator identifies an average impact of tutoring for the treated group of 0.15 standard deviations in academic performance, which is statistically significant at 15%. We also explore the relationship between the number of sessions completed by students and the level of commitment of caregivers and tutors serving such students, showing that tutors' commitment is a significant predictor of completed sessions by students. Finally, we provide some recommendations for scaling up in Argentina and the region.