Did you know that 99% of students who are tutored have a significant difference in their passing rate and that their passing rate was higher?
(Source: Generating Reports to Show the Effectiveness of Tutoring by Cynthia Linton and Stephen Wentworth, California State University, San Bernardino, CA)
Report from CPRD. (University of Illinois) 2009 About Tutoring:
- Strategic tutoring was found to be effective in improving the academic performance of the majority of participating students (Hock et. al., 2001).
- In a synthesis of research, out‐of‐school‐time programs have been shown to have positive effects on reading and mathematics in low‐achieving students (Lauer et al., 2004).
- Out‐of‐school‐time programs that provide one‐on‐one tutoring appear to be particularly effective for improving reading achievement (Lauer et al., 2004).
- An after‐school tutoring program in which low‐achieving 2nd and 3rd graders were tutored for one hour twice each week by university students, retirees, and suburban mothers generated strong improvements in the tutees’ reading skills. Fifty percent of the tutored children made a full year’s gain in reading while only 20% of the comparison group children did (Morris, Shaw, & Perney, 1990).
- Wasik and Slavin (1993) reviewed five one‐on‐one reading tutoring programs and concluded that all of the programs found significant positive effects (Elbaum et al., 2000)
- Elbaum (2000) and colleagues found that programs implemented at the middle and high school level tended to be more successful in improving math achievement than those at the elementary school level.
- Two tutoring programs in Dade County, Florida, that trained cross‐age and adult volunteer tutors to work with elementary school students found that tutees outperformed a randomly assigned control group of students who were not tutored (Madden & Slavin, 1989).
- Tutoring programs can focus on activities in addition to academics (such as social enrichment) and still be effective (Lauer et al., 2004).