Friday, February 29, 2008

Tutoring study

NCLB tutoring may not be effective in raising scores
Federally funded tutoring may not be doing much to improve student test scores, according to early data from a University of Wisconsin-Madison study. Researchers did not see strong relationships between number of hours (students attend) and results. Tutoring programs are most effective when a student attends 40 to 45 hours in an academic year, a little more than an hour per week. But just 15% of middle school and 6% of high school students attended 40 or more hours in 2005-'06.

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