¶ … School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?" Rothman & Henderson (2011) examine the impact of in-district, after-school tutoring programs on eighth grade students' standardized test scores in math and English (language arts). The results of the experimental research show that the tutoring program did have a statistically significant effect on improving test scores, versus the control group. The results pertain directly to a number of areas in educational policy, such as eligibility for funding under the No Child Left Behind Act. The Act mandates school compliancy, with the ultimate goal that "all students pass state proficiency exams in reading and math by the 2013-2014 academic year," (Rothman & Henderson, 2011, p. 1). Underperforming schools that receive Title 1 funds that are diverted towards achieving academic goals "are required to offer parents an opportunity for children to receive supplemental education services" such as tutoring (Rothman & Henderson, 2011, p. 1). The authors note that less than a quarter of all eligible students are actually enrolled in the tutoring programs that are available to them (Rothman & Henderson, 2011). Yet tutoring "has a long documented history as a reliable method to improve student achievement," and may be "the most powerful form of instruction for increasing underachieving students' reading achievement," (Rothman & Henderson, 2011, p. 2). This study was conducted in part...

3). The district residents have a predominantly low socioeconomic status, a relatively large percentage of at-risk students, and "evidence of substantive failure of thorough and efficient education," (Rothman & Henderson, 2011, p. 3). Only eighth grade students were selected for the current research; the authors do not mention why they selected only middle school students. However, the target population were all classified as "borderline" in need of assistance or tutoring based on prior test scores (Rothman & Henderson, 2011, p. 4). The authors clarify their decision to select only classified borderline students: because they have the greatest potential for noticeable improvements -- more so than students who scored lower and who might have intervening issues such as learning disabilities.
Tutoring consisted of small-group instruction. Students attended the tutoring sessions twice per week, for 90 minutes per day. Instruments for assessment included the New Jersey Assessment of Skills and Knowledge (NJASK) standardized state examination. Math and language arts scores were the dependent variables in this research. Research design was a pre-post, non-equivalent control group design, with two treatment groups: one that received the tutoring in the language…