Do Tutoring Programs Help Students Achieve a Better Score on Standardized Testing?

¶ … 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 to reveal the potential of tutoring on measurable outcomes. Only one school district was chosen for the current research, although it is a "large, ethnically diverse" urban district (Rothman & Henderson, 2011, p. 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 arts and the other that received tutoring in mathematics. An analysis of covariance (ANCOVA) was used for the analysis of data. Results showed that the students who received tutoring in either language arts or mathematics performed better, meaning they received higher scores on standardized tests, than the control group counterparts.

The results point to the potential of tutoring for improving test scores among specific student populations: that is: borderline students attending middle schools in an urban and diverse school district in the state of New Jersey. The results may be generalizable to other school districts or demographic zones, but would probably be better applied to other situations in which the target group was "borderline" underachievers. Moreover, the research shows how the No Child Left Behind Act is not being implemented as well as it could be in many school districts.

Some prior research has "failed to demonstrate positive effects of tutoring on standardized test performance," (Rothman & Henderson, 2011, p. 7). However, research must take into account the wide variety of types of tutoring, the differences between different standardized tests, individual differences, and other variables that might impact test score outcomes. The authors clarify the difference between types of tutoring programs and offer suggestions for further research. In reflection on the research, it is apparent that tutoring may be a necessary intervention for underachievers.

Further research also reveals a relationship between tutoring and student test scores (Gildow-Anthony, 2012, p. 1). All teachers have underachievers in their classrooms, and many are frustrated at the apparent lack of resources available to them. By.