Participation in supplemental tutoring led to a significant improvement in classroom behavior although significant changes in achievement and self-concept were not found. Volunteers acted as role models and helped children with personal and social guidance for coping with the educational system. (JAC)

This study of a role change intervention, a type of cross-age tutoring, was conducted as a "true" experiment. Forty tutors from four low-achieving ninth-grade general math classes and 68 tutees from three fourth-grade classes were randomly selected. The classes were in inner city schools in which about ninety percent of the students were black and…

Forty randomly selected, nonvolunteer, low achieving ninth graders selected from four classes in an inner city junior high school, were assigned the role of tutor to elementary school children in order to determine if this practice was promising as a method of compensatory education. In three of the four classrooms, the tutors and nontutors…