The student population at Montgomery Elementary School in Atlanta, Georgia, represents a broad economic base and racial balance (51 percent black and 49 percent white and other ethnic groups). Although the school borders on the affluent community of Dunwoody—some homes in the area are priced at $200,000 or more—34 percent of the students qualify for free or reduced-price meals.
In its 35-year history, the school has regularly ranked in the top 20 percent of DeKalb County schools—the state's largest school system. Its success can be measured by above-average standardized test scores schoolwide, as well as by local and state recognition for academic excellence. Despite high achievement in almost all grade levels, those same test scores revealed a significant gap between the educationally able and the unable.
Students in the bottom testing quartile were an invisible minority overshadowed by the school's general academic success. In particular, math scores for at-risk students remained low year after year. Additional issues: (1) not many students completed homework regularly enough for concepts to be reinforced; (2) few could stay for after-school help; (3) none mastered study skills to make use of take-home resource materials; and (4) some seemed uninterested in the computer programs—except when the programs were integrated into daily lessons.
As concerned administrators and teachers, we faced the possibility that we had not successfully matched objectives with effective strategies to reach this group. Test scores, report cards, and teachers' observations only underscored what we already knew from research studies about many at-risk students. We recognized characteristics of our own students in those studies—poor motivation in school, —al study skills, and limited parental support—and began to search for answers to the question, "How can we strengthen basic math skills for this overlooked segment of our school population?"
Three Practical Approaches
After considering several solutions, we decided on tutoring as the easiest and quickest to implement. With minimal training and funds, we could begin a program within weeks. It was already late in the year, but we decided to test our idea, with the help of parents and others.
Community adult tutors. In the spring, we advertised in the school newsletter for adult tutors. Although only 20 adults responded, we had enough to start a program. Guidelines for the selection of at-risk students in grades 3-6 mirrored federally supported remedial math programs in other county schools. Tutors, who received general tips and information about available materials, met with a student once a week for a 30- to 45-minute session and were given some discretion in covering the material. The Media Center offered a quiet place to work and to access additional resources.
Students' grades began to improve almost immediately. According to teachers, students in the program began to show greater math confidence in their approach to problem solving. Participation in cooperative math groups also increased. Success could be measured outside of the class, too. For example, mentoring relationships developed between several parent tutors and their tutees, and mentors made visits on birthdays and for special school events. When several volunteers expressed interest in continuing the project, we knew that the program affected them positively, too. Now it was time to try another approach.
Cross-age tutors. When school opened in August, we geared up for a second year by adding a new program in which 7th graders could tutor as part of a school service project. The upper-grade students who participated in cross-age tutoring were coached in assisting 3rd grade students using math manipulatives and other teaching aids.
The once-a-week tutoring sessions were short, targeting specific deficiencies; sometimes both students worked in cooperative groups to solve more challenging math problems. As the year ended, 3rd grade teachers commented on their students' improvement in mastery of basic math facts and problem-solving skills. Similarly, 7th grade teachers saw a valuable change in some of their students who also improved their mastery of basic math skills—an unexpected benefit.
Peer tutors. The third approach to tutoring developed from inclusion, a model that moves students with learning disabilities out of their self-contained, special education classrooms into some regular education classes. Since Montgomery often used inclusion to place students in math classes, teachers were accustomed to modifying instruction for learning-disabled students.
When an instructional aide couldn't assist in the lesson, peer tutors assumed responsibility by explaining classwork and proofreading assignments for special-needs students. This model built such a supportive relationship between special and regular education students that it had an impact on other classmates. Before long, more kids felt comfortable giving and getting help from one another. Other at-risk students, who usually waited for the teacher's attention in class, sought out peers instead.
Reflections on the Experience
Data from the program revealed measurable improvements in students' grades and some test scores. By the end of the school year, 63 percent of students who began math tutoring in the fall achieved a higher grade point average. Many others maintained satisfactory progress and did not fall behind. Although cumulative scores on the spring Iowa Test of Basic Skills did not increase significantly, eight 3rd graders showed 10- to 20-point increases in math computation and other specific areas.
Contacts between adult tutors and students varied over the 10-month school year. In particular, sessions peaked during the midwinter months before annual testing. At these times, tutors focused on math computation, speedy recall of facts, test-taking tips, and problem-solving strategies. On the other hand, student-to-student tutoring remained fairly consistent throughout the year. Teachers of both primary and upper-grade classes worked together to schedule peer tutors on a rotating basis and supported all three programs by organizing individual learning plans, materials, and conferences to monitor progress.
At Montgomery, tutoring helped to resolve the problem of continued math failure among at-risk elementary students. Tutors filled in gaps and clarified critical misunderstandings when students were unsure of math processes. The added benefit of using adult tutors as mentors gave some students the extra motivation they needed to continue learning on their own. Time—the only real investment we asked from our volunteers—proved to be exactly what our at-risk students needed to build a stronger foundation in basic math skills.
