ERIC Number: ED318832
Record Type: RIE
Publication Date: 1989-Nov
Reference Count: N/A
A Review of Programs Involving College Students as Tutors or Mentors in Grades K-12. Volume I.
Reisner, Elizabeth R.; And Others
This document comprises the first volume of a three-volume study, mandated by the Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendments of 1988, on domestic and foreign tutoring programs for disadvantaged elementary and secondary students that involve college students. This volume summarizes the results of the mandated study, which was expanded to include mentoring programs. The programs had the following positive effects on disadvantaged students: (1) improved test scores, grades, and overall academic performance; (2) improved motivation and attitude towards education; (3) increased familiarity with environments other than their own; and (4) improved self-esteem and self-confidence. The programs had the following positive effects on college students: (1) they obtained practical experience and improved leadership and communication skills; (2) developed a greater commitment to community service; and (3) increased their self-esteem and self-confidence. Positive effects were associated with programs with the following structures: (1) defined time commitments from tutors and mentors; (2) systematic screening of prospective tutors and mentors and matching with younger students; (3) thorough training and monitoring of tutors and mentors; and (4) close relations between the sponsoring colleges and participating school systems. The following federal programs could provide assistance to tutoring and mentoring programs: (1) Chapter 1 and 2 of the Elementary and Secondary Education Act; (2) the Fund for the Improvement of Postsecondary Education; and (3) the College Work Study Program. Statistical data are included on 16 tables. A list of 15 references is appended. (FMW)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Policymakers; Researchers
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Policy Studies Associates, Inc., Washington, DC.