Evaluated was the effectiveness of the Columbus, Ohio, tutoring program for neurologically handicapped children by investigating the relationship between tutored (129 children) and non-tutored (117 children), two instructional approaches, IQ level and academic success, disability patterns and success probabilities, and parent awareness and student performance. Admittance to the tutoring program required the medical diagnosis of a neurological handicap and an IQ of 80 or above. Either an innovative language-centered approach or an unstructured approach was used in tutoring. Evaluation was based on three sources of data; test scores, average grades, and success rate (defined as bringing D or E grades up to C, B, or A). Findings indicated that the average grades of tutored students improved significantly in the five subject/skill areas at the completion of tutoring and continued to be higher after 2 years without tutoring; that the average grades of non-tutored students remained the same or decreased over the same time period; that no significant differences existed between the language-centered approach and the unstructured approach for any of the three measures; that IQ level was not related to success; that no particular pattern of disability was more or less likely to be successful than any other pattern; and that students whose parents were considerably aware of a disability were more likely to be successful than students whose parents were minimally aware of the disability. Suggestions for further research included development of a training program for tutors. (DB)