ABSTRACT
To test if cross-age tutoring would make a difference in the academic and social performance of 6th grade students as well as the academic and social growth of 8th grade tutors, five 6th graders were selected for tutoring. Their math proficiency (as determined by their scores on the Woodcock-Johnson Revised Assessment) was at the third or fourth grade level. Each tutee was paired with an 8th grade SED student whose math proficiency was at grade level and who had earned the privilege of becoming a tutor by earning the full complement of daily points in a token economy system and moving into the Transitional Phase.
The tutors demonstrated independent functioning, positive social awareness, and high self-esteem while the tutees showed remarkable improvement in their behavior and Math achievement.
