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ERIC Number: EJ925246
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1940-4476
Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?
Rothman, Terri; Henderson, Mary
RMLE Online: Research in Middle Level Education, v34 n6 p1-10 2011
This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students' standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the end of seventh grade were recruited to receive tutoring in either language arts (LA) or mathematics (MA), depending on the area of weakness. An analysis of covariance revealed that both groups of students tutored in LA (n = 23) or MA (n = 20) significantly outperformed a matched control group (p = 0.02 for LA; p = 0.04 for MA). Components of effective after-school academic programs are discussed. (Contains 5 tables.)
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations