The educational literature on tutoring programs indicates definite and positive effects on the academic performance and attitudes of those who receive tutoring. Such students outperform their peers on examinations, and they express more positive attitudes toward the subjects in which they are tutored. Tutoring programs also have positive effects on children who serve as tutors. These tutors not only develop more positive attitudes toward the tutored subject, but they also gain a better understanding of these areas. Tutoring programs have a smaller effect on the self-concept of children. The effects of tutoring programs on the correlation between aptitude and achievement also appear to be negligible. The meta-analysis in this report concluded in results that are consistent with those of other reviewers, but also raised questions concerning the interpretation of educational research findings. (Author/GK)