Dissertation - Public Access
Ed.D. Doctor of Education
Dr. Norman Weston
Dr. Jack Denny
The purpose of this program evaluation is to evaluate an after-school elementary tutoring program to determine the impact it has on student achievement. The study is a mixed-method approach with both quantitative and qualitative data that include the following: teacher surveys, teacher interviews, pre- and post-student achievement data, student attendance, and a reflective journal based off observations. Findings and recommendations for tutoring programs include the following: establish a skill focus in math or reading to help remediate core skills, group students in each grade level according to skill deficiencies, conduct pre- and post-assessment to confirm growth and or additional supports, and institute a consistent weekly schedule along with monitoring attendance. Additional findings included the positive rapport building that occurred between staff and students during the tutoring sessions and the need for a weekly after-school homework club to offer a support system that might not be available at home. Selecting staff that have a high level of expertise in the specific subject (i.e., English Language Arts or Math) for tutoring would benefit all stakeholders, as would providing a time and place for teachers to collaborate on best practices.
Tomic, Robert, "The Impact Of After-School Tutoring On Elementary Student Achievement: A Program Evaluation" (2016). Dissertations. 217.