Effectiveness of Before and After-School Tutoring Programs As Measured By the Mississippi Curriculum Test
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.