Abstract

This quantitative study was conducted to determine the relationship between participation in a school based tutoring and change in accountability measures on the Florida Standards Assessment (FSA) in Mathematics and English Language Arts (ELA) in the 2014-2015 and 2015-2016 school years. The research was designed to determine the impact of participation in tutoring for urban middle school students. All students who attended one of the three urban middle schools and participated in the administration of FSA for mathematics or ELA in both the 2014-2015 and 2015-2016 school years were divided into two groups: students who participated in school based tutoring and students who did not participate in school based tutoring. The results from this study unveiled the relationship between participating in school based tutoring and change in accountability measures on state assessments. The relationship of participation in tutoring and change in accountability measures was identified for all students, English learners, and students with disabilities who participated in school based tutoring and those who did not participate in school based tutoring. Lastly, the difference in mean change of accountability measures and participation by delivery model of school based tutoring: computer-based tutoring, small group tutoring, and a mixed mode of computer-based and small group tutoring was assessed. Findings from Pearson Correlations, independent samples t-test, and one-way ANOVA did not indicate a statistical significance between change on accountability measures and participation in tutoring based on subgroups, delivery model, or grade level assessed. Though this study found no statistical significance, several of the mean changes on accountability measures based on subgroups, tutoring delivery models, or grade level was higher for students who participated in tutoring than for students who did not participate in tutoring. There is still much to be understood about the impacts of tutoring on student achievement.

Graduation Date

2017

Semester

Summer

Advisor

Taylor, Rosemarye

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning, and Leadership

Degree Program

Educational Leadership; Executive Track

Format

application/pdf

Identifier

CFE0006782

URL

http://purl.fcla.edu/fcla/etd/CFE0006782

Language

English

Release Date

August 2017

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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