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The problem for this study was to compare the achievement of a target group in reading and mathematics as measured by data gathered from the Iowa Tests of Basic Skills (ITBS). The target group included 39 students who participated in a 9-month, after-school tutorial program in a rural, central Georgia middle school during the 1994-1995 school year. Baseline data were recorded for the participants in (a) failure rate, (b) academic achievement in reading and mathematics, and (c) discipline referrals.
The method used to conduct the study was an after-school tutorial program that provided students with homework assistance and tutoring in reading and mathematics. The study included 39 middle grade students who reported for tutoring two days per week (Tuesdays and Thursdays) from 3:30 p.m. to 5:00 p.m.
Results of the program revealed a significant difference in the mean gain score in reading and reduction in failures of the target group as compared to a comparable group who did not attend the after-school tutorial program. However, there was no significant difference in the mean gain score in mathematics and the mean difference in discipline referral rates for the target group as compared to a comparable group who did not attend the after-school tutorial program.
The researcher concluded that an after-school tutorial program can be used as a strategy to improve academic achievement if implemented appropriately and if students consistently attend. In addition, the benefits of an after-school tutorial program are directly impacted by the focus of the program.