How do teacher practices influence student academic performance in required after-school tutoring?

Since the inception of the No Child Left Behind Act in 2001, schools with high populations of at-risk students who are not meeting academic standards must provide supplementary educational services (SES) to their struggling learners. This study examines the tutoring program of an urban Texas elementary school that rapidly improved its state accountability over the course of a few years. Through interviews with teachers and an analysis of their lesson plans and standardized assessment data, several themes emerged that were identified as factors leading to the school’s academic success.