A r c h i v e d  I n f o r m a t i o n

Audience Indian students grades 1-12 who request or agree to be tutored.

Description The IHC provides tutoring to Indian students during after school hours at homework centers located in libraries of elementary and secondary schools. It is designed to provide one-on-one special help in reading, mathematics, and other subject areas according to the students' needs, and study skills. Students can enter the IHC program when the student requests tutoring; a teacher or administrator requests tutoring and the student agrees; or a parent requests tutoring. An individualized action plan is formulated for the student, and an appropriate tutor and tutor supervisor are responsible for implementing the plan. During the first two weeks of school, tutors and tutor supervisors are trained in academic learning styles and instructional methods, as well as Indian cultural heritages. Tutors are required to pass a test for cultural knowledge and instructional skills with at least an 85% level of proficiency and are provided additional training during the year. Four educational specialists offer supervision and training for tutors; two Native American Indians serve as consultants and trainers for the cultural heritage component. Tutor supervisors are responsible for monitoring and evaluating the ongoing operation with assistance from the parent committee of the Davis County Indian Parent Association. The IHC project has developed materials that include teacher aids, tracking systems for student progress and follow-up of tutors and tutor supervisors, mastery tests for knowledge of cultural heritage and instructional techniques, inservice procedures and materials, and evaluation and monitoring plans. IHC addresses National Educational Goal 3.

Evidence of Effectiveness The Stanford Achievement Tests (SAT) was the instrument used to measure student (grades 1-12) achievement gains. A pre- and post-test design was used. Supporting evidence was obtained through parent questionnaires. The treatment group sample included all of the Indian students who received at least 30 hours of tutoring over a 27 week period and who took both the pre- and post-tests. Results showed that students made significant gains in reading and mathematics. Gains were medium in magnitude at the elementary and junior high levels and large in magnitude at the high school level. The questionnaire showed that all parents had a positive attitude toward their children's involvement in the program and that they felt their children had gained in academic achievement.

Requirements For 60 students: ten qualified part-time tutors and one part-time tutor supervisor trained in Native American Culture for the Tribes represented in the geographic area to be served; access to elementary and secondary school libraries or media centers; Native American Indian Culture Kits; and criterion tests.

Costs Year one implementation and operation costs include program installation (3-day workshop and 5 follow-up days) estimated at $2,400 plus travel expenses of the trainer. For subsequent years, recurrent tutor training and follow-up costs are estimated at $1,000 plus trainer travel expenses. Staffing costs are estimated at $40,240 per year. Cost per student is $744 in the installation year and $721 in subsequent years. Materials and supplies are estimated at $1,000 per year.

Contact

Bruce G. Parry, Project Manger, Davis County Indian Homework Centers Program, 2175 S. 1000 West, Syracuse, UT 84075. (801) 825-6512.

Developmental Funding: U.S. ED ESEA Title IVC
PEP No. 94-18 (5/1/94)

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[Critical Analysis and Thinking Skills (CATS)]

[Increase Maximal Performance by Activating Critical Thinking (IMPACT)]