Abstract
This mixed-methods study of 157 disadvantaged students and 6 teachers in a Southeastern United States elementary school investigated the effectiveness of a once-weekly after-school tutoring program in improving students’ academic performance. The reading, English language arts, and mathematics course grades of students before and after participation in the program were compared, using t tests and Analysis of Variance. These were also compared with the corresponding grades for non-program participants. In addition, the study included in-depth interviews with 6 teachers involved in the program to provide additional qualitative information on the benefits and drawbacks in practice of the tutoring program. Results showed significant benefits in all subjects from at least moderate (11-20 hours) participation, and increased benefits in mathematics from high (more than 20 hours) participation, especially for boys. Teachers viewed the program positively and believed it should be expanded. Recommendations include continuation and possible expansion of the program as well as further studies to identify additional factors that could be modified to increase student achievement.
