The purpose of this study is to determine if the Student Friday Tutoring program has made a difference with STAR© Reading and STAR© Math test scores. The variables under consideration were number of Student Friday Tutoring program attendances achievement scores. It is hoped that the results of this study will be used to inform intervention strategies utilized in a small rural-sized school Midwestern school district. This study employed a nonexperimental, ex-post facto design. The population in this study consisted of 88 students enrolled in a medium-sized rural, public school district in the Midwest. The data was provided by an upper Midwest rural school district of 709 students. Data included the school years of 2018-2019. Due to COVID, data from 2019-2020 was not included. The researcher examined the differences in STAR© Reading and STAR© Math pretest and posttest scores for students who participated in the Student Friday Tutoring program compared to students who did not use the Student Friday Tutoring program. Differences on the STAR Reading test were found not to be significant. An examination of the STAR Reading group means indicate that students that were invited but did not attend tutoring grew similarly to students who attended tutoring services. Differences on the STAR Math test were significant. An examination of the STAR Math group means indicate that students that attended tutoring grew less than students who were invited but did not attend tutoring services. There was a significant difference in the STAR Math gains between ethnic minority and ethnic majority students. Differences occurred in math between minority and majority students that were tutored while no reading differences occurred for students that were in the majority category between students in the majority category. The STAR Math analysis did not indicate a statistically significant difference between the growth of male and female students. An examination of the STAR Reading group means indicate that male students that attended tutoring grew similarly to female students who attended tutoring services. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]