Meeting state and federal standards is a consistent challenge for schools and their students. Although states were mandated under the No Child Left Behind Act to provide Supplemental Educational Services, such as tutoring, to underperforming schools, the current education policy under the Obama administration does not specifically address the issue of tutoring. Rather, the Recovery Act implemented in 2009, asks states to reform and improve their education systems and schools to increase success and achievement for all students. One method for increasing student achievement and decreasing the gap between groups--thereby meeting the standards mandated by local, state, and federal governments--is tutoring. Obtaining information about and seeking views on tutoring is crucial before it can be applied to school reform. The present study utilized an online poll about tutoring to obtain students' views and to examine meaningful outcomes with regard to demographic variables. Results indicated that the polls' response items had more significant relationships with the variables of age, grade, and school than with those of gender and ethnicity. The response rate for items exhibited the most differences within ethnic groups and age, grade, and school. Each question provided insights to help inform school decision-making and improvement plans; for example, students in younger grades needed more support in spelling and math, whereas adolescents in upper grades reported more difficulty with science and math. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]