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Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?
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Rothman, Terri; Henderson, Mary – RMLE Online: Research in Middle Level Education, 2011
This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students' standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the…
Descriptors: Control Groups, Language Arts, Standardized Tests, Program Effectiveness