The Effects of an After-School Tutoring Program on Elementary School Students’
Academic Achievement
Tina Joy Mackey
July 2004
The purpose of this study was to examine the effects of an after-school program on
student achievement. Thirty-five students in grades three through five participated in the
Penguin Stars After-school Tutoring Program during the 2003-2004 school year at a
suburban public school. In this study, pre-intervention grades were compiled and
compared to grades earned the following academic year while students were actively
involved in a tutoring program. The descriptive data indicated that there was no
significant relationship between academic achievement and the after-school intervention.
Further research is warranted to evaluate the long-term effects on the study habits of
students who have been involved in an after-school tutoring program.