The Effectiveness of Volunteer Tutoring Programs for Elementary and Middle School Students: A Meta-Analysis

  title={The Effectiveness of Volunteer Tutoring Programs for Elementary and Middle School Students: A Meta-Analysis},
  author={Gary W. Ritter and Joshua H. Barnett and George S. Denny and Ginger R. Albin},
  journal={Review of Educational Research},
  pages={3 - 38}
This meta-analysis assesses the effectiveness of volunteer tutoring programs for improving the academic skills of students enrolled in public schools Grades K–8 in the United States and further investigates for whom and under what conditions tutoring can be effective. The authors found 21 studies (with 28 different study cohorts in those studies) reporting on randomized field trials to guide them in assessing the effectiveness of volunteer tutoring programs. Overall, the authors found volunteer… 

Figures and Tables from this paper

An Examination of an Online Tutoring Program's Impact on Low-Achieving Middle School Students' Mathematics Achievement.

The findings suggest that the tutoring contributed to statistically significant gains in student assessment scores postintervention and student perceptions of the online tutoring were predominately positive in nature.

Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study

This study examines the impacts of two AmeriCorps programs, Minnesota Reading Corps and Wisconsin Reading Corps, where AmeriCorps volunteers provide literacy tutoring to at-risk kindergarten through

Mobilizing Volunteer Tutors to Improve Student Literacy: Implementation, Impacts, and Costs of the Reading Partners Program

Reading Partners had a positive and statistically significant impact on three different measures of student reading proficiency and is a low-cost option for under-resourced schools because a majority of the costs are in-kind contributions, primarily from community volunteers.

Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers

ABSTRACT This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K–6 for

Community Engagement in K-12 Tutoring Programs: A Research-Based Guide for Best Practices.

This report on historical trends and recent findings in the literature on academic tutoring is the first step in a community-based research collaboration between faculty and students at a small

Leveraging Volunteers: An Experimental Evaluation of a Tutoring Program for Struggling Readers

ABSTRACT This study evaluates the impacts and costs of the Reading Partners program, which uses community volunteers to provide one-on-one tutoring to struggling readers in under-resourced elementary

Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?

Abstract 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

The Impressive Effects of Tutoring on Prek-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence

Tutoring—defined here as one-on-one or small-group instructional programming by teachers, paraprofessionals, volunteers, or parents—is one of the most versatile and potentially transformative



Educational Outcomes of Tutoring: A Meta-analysis of Findings

A meta-analysis of findings from 65 independent evaluations of school tutoring programs showed that these programs have positive effects on the academic performance and attitudes of those who receive

The effectiveness of adult volunteer tutoring on reading among “at risk” first grade children

Abstract This study examined the effectiveness of a reading tutoring program for children “at risk” for reading problems. Forty‐two first grade children were selected based on both teacher

When Less May Be More: A 2‐Year Longitudinal Evaluation of a Volunteer Tutoring Program Requiring Minimal Training

The purpose of the current study was to evaluate the effects on reading achievement of a low-cost, widely implemented volunteer reading program that has been expanding rapidly throughout the state of

Students as tutors and mentors

A tale of two movements student tutoring in developing countries - practice and possibilities guidance by student tutors and mentors.

Parent Tutoring in Reading Using Literature and Curriculum Materials: Impact on Student Reading Achievement

Abstract This study investigated the effects of two parent tutoring reading programs upon children's reading achievement: one that used children's literature books and one that used each child's

Effects of a volunteer tutoring model on the early literacy development of struggling first grade students

Abstract This study examines the effectiveness of a one‐on‐one reading intervention using trained tutors. Participants were 49 first‐grade students at risk for reading failure. The three‐step

Helping Low Readers in Grades 2 and 3: An After-School Volunteer Tutoring Program

In this article we describe a small but effective after-school tutoring program in which adult volunteers work, one-to-one, with low-achieving second- and third-grade readers. Specific attention is

Volunteer Tutoring Programs in Reading: A Review

The America Reads Challenge Act of 1997 makes a national commitment to the goal that every child will read independently and well by the end of the third grade. The primary means of achieving this

The Efficacy of an Early Literacy Tutoring Program Implemented by College Students

Absctract.  This article describes a two-year study addressing the effectiveness of a highly structured, systematic tutoring intervention implemented by minimally trained college students with two

Paired Reading with Adult Volunteer Tutors as a Reading Intervention for Students with Reading Difficulties.

A study examined the effectiveness of using volunteer reading tutors to work with students who have reading difficulties and indicated significantly greater active academic responding and academic engaged time when students were with tutors, as well as significantly less inappropriate off-task behavior.