California Academic Partnership Program (CAPP)
California State University Office of the Chancellor
Remediation Program Title:
After-School Homework/Tutoring Center
English-Language Arts and Math
Schools everywhere recognize the value of tutoring for struggling students as well as the value of providing an attractive after-school learning environment where students may complete their homework or receive instructional assistance. CAPP has supported after-school centers in the Sweetwater Union High School District for the past several years. This model for successful implementation has led to replication in several other schools.
While not specifically designed to serve students preparing for the CAHSEE, the principles used for this model contribute to the success of all students in the homework center. These include the following:
- The presence of at least one credentialed teacher, usually with a math/English-Language arts (ELA) credential, at all times
- The availability of several college-age tutors, especially those proficient in math, English, and/ or science
- Bilingual tutors, when appropriate
- Not using the center for detention or as punishment
- Maintaining a cheerful environment that allows some informal talking among students
- Tracking student attendance and providing feedback about attendance to the student’s regular math/ELA teacher
- Assignment of one individual, ideally a teacher, to supervise and manage the center, including monitoring tutors and student recordkeeping.
Most centers use the library for this purpose. The keys to success are publicizing the center throughout the school, assigning motivated teachers, finding and training math- and ELA-proficient college tutors, creating an attractive gathering spot for students who want to improve academically, and tracking student attendance and progress in the center.
A more detailed description of the After-School Homework/Tutoring Center, as well as other approaches to improving academic achievement, may be found in the WestEd/CAPP publication “Inside High School Reform: Making the Changes That Matter.” For more information, see the California Academic Partnership Program Web page.
Students who are working to improve academic skills in all areas, including performance on the math and ELA portions of the CAHSEE.
Typical Instructional Setting:
Informal drop-in setting where students may complete homework and receive tutoring, if desired.
Diagnostic Assessment Used:
The most common diagnostic is teacher recommendation based on California Standards Test or CAHSEE results. Teachers can specify recommendations for the type of help needed from the tutors. However, most students attend to do their homework and get help, especially in math or ELA.
A good homework center will incorporate a computer lab and any of a number of computer remediation programs that are geared to students.
California Academic Partnership Program
P.O. Box 2006
Nevada City, CA 95959