Date of Award

Fall 12-2008

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and Research

Committee Chair

David E. Lee

Committee Member 2

Rose McNeese

Committee Member 3

James T. Johnson

Committee Member 4

Gaylynn Parker

Abstract

In the era of high-stakes testing and increased accountability, the state of Mississippi has implemented the Mississippi Curriculum Test (MCT) in alignment with No Child Left Behind. Students scoring basic or minimal on the MCT are considered to be working below grade level. In response, many districts have begun tutoring students before or after school in an attempt to increase student learning. The purpose of this study was to determine if students who participated in out-of-school tutoring programs during one school year exhibited significantly more growth, as defined in the Mississippi Student Achievement Act and the No Child Left Behind Act, than students that were eligible to attend these programs but did not. There were 146 participants in grades three through six in this study. The students attended two elementary schools in a level 5 public school district in South Mississippi. There were no significant differences between those students who were eligible and attended tutoring sessions and those who were eligible but did not attend with the exception of reading and math of third-grade students. Those students who attended programs showed statistically more growth than the students who did not attend.

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