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ERIC Number: EJ794820
Record Type: Journal
Publication Date: 2004
Pages: 12
Abstractor: Author
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1059-308X
New Evidence that Tutoring with Community Volunteers Can Help Middle School Students Improve Their Academic Achievement
Allen, Anna; Chavkin, Nancy Feyl
School Community Journal, v14 n2 p7-18 Fall-Win 2004
This study evaluates the impact of minimally trained tutors on the pass/fail ratio of middle school students in core subjects such as English, reading, math, or science. Because a traditional experimental design comparing students who receive a treatment with those who do not was not financially feasible, the study employed an alternative that has proven very successful when traditional control groups are not available. The within-program control group alternative permits a comparison between those who receive more of a treatment and those who receive less. For this evaluation, students were divided into two groups based on the number of hours of tutoring they received. Tutored students were more likely to increase their grade to passing than could be expected by chance. Students in the group that received more tutoring were more likely to pass than those who received less tutoring. The within-program control group design gives us confidence that tutoring of middle school students by minimally trained community volunteers can be effective. (Contains 1 table and 3 figures.)
Academic Development Institute. 121 N. Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A