CULTURALLY DISADVANTAGED LOW-ACHIEVING ELEMENTARY SCHOOL PUPILS WERE TUTORED BY 10TH AND 11TH GRADE STUDENTS FROM ACADEMIC AND VOCATIONAL HIGH SCHOOLS. THE PURPOSE WAS TO HELP THESE FOURTH AND FIFTH GRADERS INCREASE THEIR SCHOOL ACHIEVEMENT, ESPECIALLY READING ABILITY. TWO GROUPS WERE USED, A CONTROL AND AN EXPERIMENTAL GROUP, ONE GROUP MET ONCE A WEEK, THE OTHER TWICE A WEEK. THE FIRST HOUR WAS SPENT WITH EACH PUPIL WORKING AT A GIVEN SKILLS STATION, AS HE IMPROVED HE COULD MOVE ON TO THE NEXT STATION. THE SECOND HOUR WAS SPENT WITH THE TUTOR ON REGULAR HOMEWORK. THE HYPOTHESES WERE THAT THE PUPILS AND TUTORS IN THE EXPERIMENTAL GROUP WOULD IMPROVE IN READING MORE THAN THE CONTROL GROUP, THAT READING IMPROVEMENT WOULD BE DIRECTLY RELATED TO THE INTENSITY OF TUTORIAL SERVICE, THAT PUPILS WORKING IN "SKILLS STATIONS" WOULD SHOW GREATER IMPROVEMENT THAN PUPILS WORKING ONLY ON HOMEWORK, THAT THE ATTITUDES OF THE EXPERIMENTAL AND CONTROL GROUPS WILL DIFFER ON SCHOOL, ASPIRATION, AND SOCIAL VALUE, AND THAT THERE WILL BE NO RELATIONSHIP BETWEEN THE INTELLECTUAL AND PERSONALITY CHARACTERISTICS OF TUTORS AND THEIR TUTORIAL EFFECTIVENESS. EVALUATIONS OF THESE HYPOTHESES WERE STILL IN PROCESS WHEN THE REPORT WAS WRITTEN.