A profile of a Community After School Tutorial Success Program: A community and volunteer effort

Ohio Reading Teacher, Summer 2002 by Jackson, Jacqueline L, Hosch, Rita M

"The period of time between the school bell and the factory whistle is the most vulnerable time for children. These are the hours when children are most likely to engage in at-risk behavior and are more vulnerable to the danger that still exists in too many neighborhoods and communities." -Vice President Gore

One of our most urgent goals, nationally as well as locally, is to increase academic achievement in our children's reading and literacy skills. These objectives can be supported through the implementation of comprehensive after school programming, but many of the nation's children lack the kind of quality extended learning opportunities which promote critical thinking skills. The Community After School Tutoring Success Program (CASTSP) is designed to reach elementary school children (grades 1-5) who need academic remediation for deeper learning that should also result in higher grades.

Environments characterized by poverty, crime, unemployment, and lack of equitable educational opportunities cause many children to feel their future is not within their control. The after school tutorial program described in this article was established because we believe that every school age student has the right to a high quality education. We also believe community support should be available for all parents and guardians who would like to participate in their child's learning experiences.

Access to such programs, however, is often financially unattainable by those who would benefit most. Approximately 30 million children have parents who work outside the home (Austin, G. & Bickel, A, 1994). Often, their income does not allow affordable, extended educational opportunities. As a result of limited exposure to academic extracurricular activities, school age children are more likely to receive poor grades, drop out of school, become teen parents and engage in other high-risk behaviors (Carnegie Council on Adolescent Development, 1994; Gore, 2000). Involvement in after school programs can enhance the academic achievement of children (Funkhouser, J., et al, 1995; Marquette University, 1997; Miller, B. M., 1995).

The promotion of higher standards of learning and expectation is often encouraged in after school tutorial programs. In fact, studies have shown that students who participate in supervised after school programs spend more time in academic activities, and show higher achievement in mathematics, reading comprehension and other academic areas (McLennan Youth Collaboration, Inc., 1997). The following article describes our program and shares some of the successful experiences we have had recruiting educators and community volunteers to work with children in need of academic support and with their families.

Program Description

The elementary tutorial program is a free, after school program which began in 1996. Our purpose was not to become a test or research site. We rely on test results and grades from the local schools as a starting point to work on the children's areas of deficiency. We then use a holistic approach to teaching and learning in order to meet the educational, recreational, nutritional and social aspect of students' personal growth.

The initial program was housed in a conference room donated by a local community center. The co-founders and a volunteer teacher dedicated two nights per week, two hours each night to tutor approximately 30 students. The program welcomes both students in need of formal tutorial services and those who want walk-in homework assistance. Older siblings in middle and high school, who are often afternoon caretakers of their elementary-aged brothers and sisters, also may receive tutorial services in language arts and mathematics. Several older siblings have even become volunteer peer tutors.

The tutorial program provides individual and small group remediation sessions. Groups will vary according to the availability of staff, volunteers, and participants. The primary focus of the instructional activities is in reading and mathematics. However, students are instructed in all content areas as they bring in required homework assignments. Within the last two years, collaboration with education majors from a local university has allowed our students to receive individual assistance in test-taking and study skills. Computer-based instruction and other grade level materials are available for enrichment at the completion of required assignments. Certified public school teachers, parents, professional volunteers, peer educators, and university preservice teachers provide tutorial instruction.

Today the tutorial program is housed in and supported by a local church and grants from several foundations. The church provides six rooms, storage space, some funding, and volunteers from its membership. The program is in session from January through May and occurs every Monday, Wednesday, and Friday for two hours each day. This schedule allows time for an initial assessment of the students from their regular classroom teachers during the first grading period. School academic records that indicate a need for grade-level improvement are required for each registered student who attends regularly.