The purpose of this study was to examine the academic impact of two distinct tutoring approaches implemented in a public elementary school in Virginia. The study focused on two tutoring models: a collaboratively designed university-based program that leverages pre-service teachers for in-school tutoring and a state-funded after-school initiative, "Academic All Stars," designed to help students at risk of failing standardized tests. The research examined the effectiveness of these programs in improving the academic achievement of elementary students, particularly in mathematics. Both programs significantly increased student performance, with the "Academic All Stars" initiative showing greater gains. The findings underscore the importance of targeted tutoring interventions, though the university-based program's use of significantly fewer resources still produced positive results. The study highlights the need for further research on collaboratively designed, scalable support models that schools can integrate into school-day schedules.