期刊名称：RMLE Online: Research in Middle Level Education
电子版ISSN：1940-4476
出版年度：2011
卷号：34
期号：6
页码：1-10
DOI：10.1080/19404476.2011.11462079
出版社：Taylor and Francis Ltd
摘要：This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students’ standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the end of seventh grade were recruited to receive tutoring in either language arts (LA) or mathematics (MA), depending on the area of weakness. An analysis of covariance revealed that both groups of students tutored in LA (n = 23) or MA (n = 20) significantly outperformed a matched control group (p = .02 for LA; p = .04 for MA). Components of effective after-school academic programs are discussed.
