Abstract
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 = .02 for LA; p = .04 for MA). Components of effective after-school academic programs are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
