The No Child Left Behind (NCLB) legislation in the United States is not equivalent to a national curriculum; however, it does set forth some conditions essential for enhancing student achievement at scale (e.g., curriculum standards, assessment standards, and expectations of compliance). The missing component within these conditions is support for…

The research project is being supported by a grant from the Bureau of Research, U.S. Office of Education (OEC 6-10-235)

Examined effect of tutoring program participation on performance of academically underprepared college freshmen (N=646). Results indicated students who participated in a tutoring program during their freshman year earned more credit hours than did students not participating in the program. Tutoring was particularly related to higher grade point…

This article describes a pilot academic mentoring program carried out over 1 semester in the SEEK Program at the College of Staten Island, CUNY. The program was utilized to provide a resource for students whose overall grade point average was below 2.5, placing them at risk for academic dismissal. A goal-setting approach was used to aid the…

Notes the benefits of effective tutoring programs. Discusses the role of the tutor as coach, as commentator, and as counselor. (RL)

Subjects (N=224) were elementary, middle, and high school special education students receiving the Gillingham tutorial program services in reading and language arts for one school year. In general, progress was made at more than one-half the expectancy for the nonspecial education student. Spelling showed the least improvement. (Author/DB)

The America Reads Project is a program that trains San Francisco State University (SFSU) undergraduates to serve as tutors in local elementary schools. This paper focuses on the findings from the 3rd year of the project (1999-2000). For the 3rd year, 55 undergraduates were trained in a 3-unit course. Eleven elementary schools participated in…

Characteristics of an effective peer tutoring program for exceptional children are reviewed, and program implementation models are described. Specification of outcomes, assessment of attainment of outcomes, monitoring of project implementation, and field testing or use of a pilot project are among the characteristics of an effective program noted.…

Cursive signatures were taught to five totally blind students (12 to 27 years old) through a task analytic approach and utilizing tutors not trained in the area of the visually impaired. (Author)

Describes a program intended to improve the school attendance of truant students, called the Mentoring and Tutoring Help (MATH) program. Discusses the importance of mentors and their roles in the MATH program, and presents the 18 most critical organizational steps for truancy intervention in the program. (SR)

Analyzes the first three cohorts of a one-to-one community volunteer tutorial program, an integral part of the Charlottesville (Virginia) City Schools' plan to ensure that all first- and second-grade children learn to read. Demonstrates that two sessions of one-on-one tutoring per week by a trained, supported, and supervised community volunteer…

To deal with the time shortage problem while simultaneously stressing student educational development, a system was designed and implemented to manage a peer forensics coaching program. The program taps the peer coaching potential available on every team and generates academic credit and letter grades for the peer coaches by utilizing a…

A Canadian program, the Learning Assistance Teacher (LAT), which provides regular classroom teachers with help for their handicapped students, is examined. (PHR)

Reviews the current state of knowledge about various (adult-volunteer) tutoring programs' effects on student achievement. Except for the Howard Street Tutoring Program and the School Volunteer Development Project (two very small programs), the programs reviewed present no unbiased evidence of effectiveness. Comparison groups are needed to…