An Investigation of an after School Math Tutoring Program: University Tutors + Elementary Students = A Successful Partnership.

"I never used to like math but now it is my favorite subject since I have been going to math tutoring. Now I understand it. " "It is really cool" "I liked that it helped me to bring up my math grade and the best thing is that it was fun! " "I liked everything, especially my tutor and the snacks. " These quotes are typical of elementary school students in an after-school math tutoring program, a school district and university partnership. Serving 3rd through 6th graders, the program is in its 9th year and enjoys support from parents, teachers, students, the school district, and university teacher educators. Research on math tutoring programs indicates three overlapping categories: tutoring programs, mentoring programs, and university and school partnerships (Bogan, 1997; Cavanaugh et al. 1997; Heron, Welsch, & Goddard 2003; Hock et al. 2001; Konish 1999; McCluskey et al. 2004; Meyer 1997). Whether gains in achievement are moderate or profound, the keys to success in achievement point to (a) preparation for the mentors, (b) a long-term commitment, and (c) specific program goals. Although many experiments are successful, others (Zuelke and Nelson, 2001; McCluskey et al., 2004) resulted in achievement losses, but only when (a) a relationship is short-term (from a lack of commitment on the part of the mentor or tutor) or (b) the management of the program is disorganized. The need for successful educational initiatives such as tutoring for lower-performing students has become increasingly important due to the demands of No Child Left Behind and its emphasis on improving standardized test scores. Teachers, administrators, and researchers are seeking ways to help struggling students increase mathematics achievement. The strategy described here provided prospective teachers with in-school tutoring of real students, a strategy consistent with a goal of integrating theory and practice (NCTM, 1991) through experience. As this program was in a small, rural community, the measures taken serve to illustrate the elements of a successful program. This experience may help stimulate thinking on how your school or district might implement a program that improves achievement and attitudes, but is adapted to your needs and situation. The After-School Tutoring Program Background. The school district and university are located in rural Pennsylvania. The school district includes four elementary schools, one junior high school, and one senior high school. Research informs us that a key to success is a long-term commitment to tutoring. In 1996, a growing recognition for the need to provide math support to elementary students resulted in the acquisition of a small grant to purchase mathematics games and manipulative materials to support after-school tutoring at one of the elementary schools. Tutors were recruited through the local university, teachers recommended students at-risk of failing mathematics, and the Instructional Support Teacher coordinated tutoring activities with two classroom-teacher volunteers. The initial program received a boost when the superintendent of schools realized the value of the program and expanded it to all four elementary buildings through a grant used to pay teachers and to purchase more materials. Currently, the Instructional Support Teacher functions as the overall Program Coordinator and the district provides funding for two teachers per elementary building. Elementary children in grades 3-6 are chosen to participate based on math scores below the 30th percentile on the standardized test used by the state of Pennsylvania, the results of the Stanford 9 Achievement Tests, and classroom teachers' recommendations. The ratio of elementary students to university tutors remains about two students to each tutor. The level of staffing and support from the district shows a long-term commitment to an organized program. Further, extra materials were important as a means to reinforce math skills and to provide a rich variety of activities. …