Analyzes the impact of Experience Corps tutoring on elementary school students' reading comprehension as measured by four tests. Considers factors such as gender, race/ethnicity, grade, classroom behavior, English proficiency, and special education needs.
- Successful Strategy: EC program had statistically significant and substantively important effects on reading outcomes.
- Successful Strategy: Students in the EC program made statistically greater gain over the academic year on passage comprehension and on assessments of grade-specific reading skills.
- Successful Strategy: Teachers overwhelmingly rated the EC program as beneficial to students, and they found that it had no or low burden to them.
- Successful Strategy: The effects of the program were consistent (for the most part) across subgroups of students (e.g., gender, ethnicity, grade, classroom behavior, or English proficiency of the student).
- Observation: There was some indication that special education students did not benefit as much from the benefits of the EC program as their non-special education counterparts.
- Observation: Tutor relationship was related to reading outcomes, with better relationships associated with better outcomes.
- Observation: When including only the EC students who received at least 35 sessions, a criterion chosen to indicate that the students received the intervention as intended, the effects were stronger.