The effects of using a nontraditional peer tutoring format--same age, similar skill level arrangement--were investigated for two school terms on a county wide basis with 2,386 significantly underachieving students in grades 1 through 9 in the curricular areas of reading and mathematics. Certified teachers and paraprofessional aides served as program supervisors and implementors. Results indicated that the same age, similar skill tutoring format is a viable approach for working with low performing students. During both years of the program's implementation, student achievement reached an average of one and one-half times the nationally expected gain score. Students supervised by paraprofessionals and professionals did equally well. Success was traced to a number of factors, including individual attention, personal content, and immediate and frequent feedback. (Author/CL)