Using high school students as tutors in a service-learning project
Abstract
High school students who tutor elementary students can provide beneficial cross-age tutoring while learning about tutoring and working with children. Evergreen High School and Mt. View Elementary School near Seattle partnered to create a service-learning program where high-school students enrolled in a home/family life class also tutored elementary students during the week. The high-school tutors worked in teams and were coached by an on-site reading specialist. This practice was submitted by LEARNS.Issue
Cross-age tutoring can have benefits for both the tutee and the tutor. Using high school students to tutor students in elementary school has the potential to be a win-win situation.
Action
The Integrated Tutoring Project in the Highline School District near Seattle, Washington, engages high school students in a service-learning project of tutoring elementary students while learning about tutoring and mentoring.
- The program targets first-grade students in the second-lowest quartile in reading. (The students in the lowest quartile work with certificated teachers).
- The high school tutors are enrolled in a Home/Family Life class through which they receive training on tutoring school-aged students.
- Four days a week, the high school students provide tutoring and mentoring to the targeted first-graders.
- The tutors work with the students in teams of three to five.
- An elementary school reading specialist provides oversight and training to the tutors onsite one day per week.
Context
This cross-age tutoring project is a partnership between Evergreen High School and Mt. View Elementary School in Highline School District near Seattle. Mt. View Elementary School is one of more than 200 schools involved in the Washington Reading Corps. The program provides tutoring assistance to students from kindergarten through the sixth grade. The Washington Reading Corps is funded by the Washington state legislature and the Corporation for National and Community Service.Outcome
Participants including tutees, tutors, teachers, and the project coordinator were interviewed about positive benefits by the local NPR affiliate. Many gains in their own self-esteem were noted by the high school tutors. Some of the high-school students did not perceive themselves as "academically oriented" before volunteering as tutors.
Comments from tutors:
"I love working with people, young and old. My help made a big effect in my students' reading, writing and also social skills. They have greatly improved on their tests. At first they told me they didn't want to read but when I gave them my 100 percent attention, they would give me the same. One of my children was really shy but now is coming out and being more open."
"Being a tutor helped me talk one-on-one with students and also talk in larger groups."
"It has really made me a leader. I have improved in my social, communication, and public speaking skills. This program is great and will definitely benefit and support my future dreams and ambitions."
Evidence
This is a new project that seems to be promising. A comprehensive evaluation is planned using the state's test of basic reading skills. Accelerated Reader tests will be used to measure comprehension. Reading skills of the high school students are also being measured using the state's test of basic reading skills.Posted On
January 24, 2001For More Information