Research supports school-based mentoring model

May 14, 2009

Independent Research Shows National Service Program in Twin Cities’ Schools Produces Big Gains in Student Learning

Rigorous Study Finds Students with Experience Corps Tutors Make 60% More Progress in Critical Reading Skills than Students without Tutors

(Minneapolis, April 8)-Tutoring children in and after school isn’t new, but how much does it really help in critical areas like reading? Rigorous new research from Washington University in St. Louis shows significant gains from a national service program that trains experienced adults to help low-income children in urban public schools in 23 cities, including Minneapolis and St. Paul.

The central finding: Over a single school year, students with Experience Corps tutors made over 60 percent more progress in learning two critical reading skills – sounding out new words and reading comprehension – than similar students not served by the program.  Read more about key research findings: