This study determined the effects of using truant and tardy junior high school learning-disabled students as tutors for younger learning-disabled pupils. After six weeks of tutoring, most of the 16 tutors showed a significant increase toward an internal orientation of locus of control and a decrease in truant/tardy behaviors. (Author/JDD)

The purpose of this report is to provide information on the outcomes of the Intervention for College Attendance Program, a program of competitive grants awarded to postsecondary institutions, professional organizations, and community-based organizations. Prior to the 2008-09 biennium, the program focused on provision of college awareness and the…

A classwide peer tutoring program in reading, implemented at 12 elementary and middle schools in three contiguous districts in the middle of a southern state, was evaluated for its effectiveness with three learner types: low achievers with disabilities, low achievers without disabilities, and learners of average achievement. Twenty teachers…

This study investigated the effects of a study skills course combined with or without class-specific tutoring, and whether or not faculty would be able to observe differences in behavior of high risk students as a result of student participation in the two different levels of intervention. Students (n=22) in the College Skills Development Program…

Sixteen underachieving gifted students at Oliver High School in Pittsburgh, Pennsylvania, were identified for a pilot program called Project Inspire, which sought to improve student achievement and build self-esteem, especially for disadvantaged Afro-American students. Teachers were selected as mentors for the students, and the mentors were…

Studies suggest that developmental students like peer tutoring, are more relaxed with peers, and feel that peer tutoring helps their grades. However, the small number of studies on college tutoring provides no consistent evidence that underprepared students who are tutored improve either their grades or grade point averages. The students who do…

Through interview and questionnaire, this study examined the success of Brigham Young University's Indian education program by comparing it with Rouche's 11 elements of successful programs for low-achieving students. About 40% of Brigham Young's Indian students achieved bachelor's degrees, compared to 10% in comparable programs. The 19 faculty…

The findings of an evaluation of the Chicago Public Schools 1984 Summer Basic Skills Centers program are presented. The program, which relied on the extensive use of youth tutors as well as trained teachers, was designed to extend participants' mastery of skills in the basic curricula of reading and mathematics. Participating students came from…

This report covers Title I programs operated from July 1976 through August 1977 and includes a description of the evaluation methods used, descriptions of the programs and the primary instructional services offered, and evaluations of individual programs. Emphasis is placed on the impact project participation had on the academic achievement and/or…

The three major components of the HCSP, Academic Course Work, Academic Tutorial, and Clinical Tutorial, are discussed in detail, as well as budgeting considerations, program effectiveness, and recommendations for the future. See also TM 000 760 and TM 000 761. (AG)

A pilot project at the University of Ulster (Northern Ireland) used the CAUCUS computer conferencing system on the CAMPUS 2000 education network to train teachers to assess young adults with severe learning difficulties. Despite problems with student attrition and system failure, computer conferencing was felt to be a useful medium for providing…

The present study replicated the original evaluation of the Howard Street tutoring model (Morris, Shaw, & Perney, Perney, 1990), an intervention for struggling readers in second and third grade. It also evaluated the effectiveness of supervised paraprofessionals (Title I aides) in delivering that tutorial. For an entire school year, teachers or…

This report identifies and reviews 34 programs that have been used as after-school programs by schools or communities, including extended-day programs and some supplemental school programs that have potential for after-school use. Five categories of programs are reviewed: (1) language arts after-school programs; (2) study skills programs; (3)…

If schools improved the academic performance of at-risk students beginning in the early years and continuing through the elementary grades, this improvement would have multiple positive effects on student dropout, delinquency, pregnancy, substance abuse, and other behaviors. Early improvement of poor academic performance could greatly alleviate…

The Supplemental Instruction (SI) program of the University of Missouri-Kansas City addresses attrition by providing academic support in courses that are high risk for students. The program contains a number of innovative features, for example: high risk courses are identified instead of high risk students, and everyone in those courses is offered…