ERIC Number: ED477537
Record Type: Non-Journal
Publication Date: 2003-Apr
Reference Count: N/A
How Effective Are Schools' Tutoring Services? Issue Brief.
This study examined the effectiveness of secondary school tutoring services in the Chicago Public Schools, Illinois. During school year 2001-2002, researchers surveyed 4,211 students from four Latino plurality high schools. Survey questions addressed tutoring services. Five student focus groups were held at one school. Results indicated that many students were not attending tutoring if they needed homework assistance. Students either relied on their teachers or no one at all to help them improve their academic performance. Results did not vary significantly by school, race/ethnicity, grade level, or grade point average (GPA). Focus group students stated that they did not attend tutoring because they did not learn anything and because the teachers did not know enough to help them. Over 30 percent of students had been recommended to receive tutoring services. Students with mixed race/ethnicity had the highest rate of recommendation. About 26 percent indicated that they had attended tutoring when they were recommended to receive it. Of the total respondents, 6 percent indicated that their tutor had helped them improve if they were failing a class. Results varied by school, race/ethnicity, grade level, and GPA. Most students stated that nobody had helped them improve if they were failing a class. Recommendations include: establish well-developed tutoring programs; hire professional tutors; and advertise tutoring services more effectively. (SM)
Descriptors: Academic Achievement, Dropout Prevention, Hispanic American Students, Homework, Secondary Education, Student Attitudes, Student Participation, Tutoring
Chicago Latino Educational Research Institute, Aspira Inc., of Illinois, 2435 North Western Avenue, Chicago, IL 60647. Tel: 773-252-0970; Fax: 773-252-0994; Web site: http://www.il.aspira.org/cleri.htm.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A