In our continued effort to inspire our readers in developing and maintaining effective peer tutoring programs, we believe it’s important to showcase diverse peer tutoring models and how they take shape. While the core goal of peer tutoring remains the same—enhancing academic success and social-emotional growth—the structure and implementation can vary widely.
One such program, though no longer active, stands out for its unique approach. Spanning four schools in Arizona’s Tempe Union High School District, it was one of several academic initiatives supported by the AZ R3 program through a three-year grant facilitated by Arizona State University (ASU). In this article, we'll share insights from Dreametta Campbell, one of the program coordinators at the time, to highlight how this model operated and provide a broader look at the AZ R3 program.
The AZ R3 peer tutoring program was implemented at Tempe High School, McClintock High School, Mountain Pointe High School, and Marcos de Niza High School, with 'success coaches'—ASU students—serving as peer tutors/mentors. These mentors provided tutoring in 9th-grade Math, English, and Science while supporting 12th-graders with college and career readiness. Beyond academics, they offered student well-being services for the entire student body and facilitated a Summer Bridge program to help incoming freshmen transition smoothly into high school.
Success coaches (peer tutors) were selected through an interview process that evaluated their knowledge and experience in Mathematics, English, and Science. Once selected, they underwent training in coaching and tutoring techniques, with their subject proficiency further assessed to ensure they could provide adequate academic support.
The program offered multiple forms of assistance, including one-on-one tutoring, small group sessions, in-class support, and study hall guidance for student-athletes. Success coaches also facilitated workshops and activities focused on promoting student well-being, emphasizing social and emotional development.
Tutoring sessions followed a structured format: an introduction, a review of previous material, guided practice, independent practice, and a final review and wrap-up. Mastery of content was assessed through formative assessments, application of concepts, observation, ongoing review, and feedback.
Success coaches collaborated with the school’s academic interventionist, department leads, counseling department, and leadership to identify students in need of support. They also worked closely with faculty members who requested additional assistance in their classrooms. Teachers played a key role in the program by identifying students for peer tutoring, collaborating with success coaches, monitoring progress, providing instructional support, and offering observation and feedback. Beyond these responsibilities, teachers were integral to the program, guiding its implementation, ensuring academic alignment, and contributing to its overall success.
The AZ R3 program (Ready, Resilient, Results) was a three-year grant-funded initiative designed to provide academic support in 9th-grade Math, English, and Science and college and career readiness services for 12th graders. In addition to these academic components, AZ R3 incorporated student well-being strategies to support the broader student body.
Operating within the Access ASU/Educational Outreach and Student Services (EOSS) framework, AZ R3—tailored to first-generation and low-income students—supported students in grades 7–9 and 12 across the Tempe Elementary School District (Connolly Middle School, Geneva Epps Mosely Middle School, Fees College Preparatory Academy, and Shamley School) and Tempe Union High School District (Tempe High School, McClintock High School, Mountain Pointe High School, and Marcos de Niza High School). Peer tutors, who were current ASU students, played a central role in delivering support services.
Beyond academic tutoring, AZ R3 included a Summer Bridge program aimed at helping 8th graders transition to high school. This two-week program was held at students’ enrolled high schools, giving them the opportunity to explore introductory high school coursework, engage in extracurricular activities, and familiarize themselves with campus resources.
The AZ R3 program was structured around a three-component support model, which included:
While the Student Success Model and Summer Bridge program are no longer active, there is hope that partnering schools will continue to implement these models independently. Meanwhile, ASU TRIO programs continue to provide academic tutoring, college preparation, and financial aid guidance to support low-income and first-generation students.
Access ASU, the outreach division within Arizona State University, remains responsible for overseeing postsecondary education and career readiness programs. Other initiatives, such as SPARKS, continue to serve students across nine school districts and multiple community organizations, focusing on 5th–10th graders from underrepresented populations.
Managing a peer tutoring program presents various challenges, each offering opportunities for growth. According to Dreametta Campbell, a former educator with over 13 years of teaching experience, one such challenge is differentiating support to accommodate students' diverse learning styles. Some students may need more individualized or specialized assistance. "Tutors are trained to tailor their approach based on each student's learning preferences," says Campbell. "Additionally, feedback from both students and teachers helps refine and guide tutoring strategies."
Campbell also shared insights for K-12 educators looking to implement or maintain a peer tutoring program. Building a strong support network is key to its success. "It's essential to involve teachers, administrators, and parents in the process," says Campbell. "Teachers can help identify students who need assistance, while administrators provide resources and guidance. Parents play a critical role in reinforcing the importance of tutoring and encouraging student participation."
Celebrating the achievements of both tutors and tutees is also crucial, as it helps maintain motivation and engagement throughout the program. With a dedication to helping students achieve their academic and career goals, along with over 20 years of experience in student initiative programs focused on promoting academic success, Campbell’s insights underscore the importance of a comprehensive, collaborative approach to peer tutoring.
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