ACHIEVEMENT, PLACEMENT, AND SERVICES - MIDDLE SCHOOL BENEFITS OF CLASSWIDE PEER TUTORING USED AT THE ELEMENTARY-SCHOOL

In a longitudinal, experimental field trial that spanned Grades 1 to 4 , we reported that changes in classroom processes produced by the Clas sWide Peer Tutoring (CWPT) Program covaried with statistically and edu cationally significant levels of growth in at-risk students' academic achievement on the Metropolitan Achievement Test (Greenwood, 1991; Gre enwood, Delquadri, & Hall, 1989). In the present study, we investigate d follow-up outcomes 2 years later at the end of sixth grade in middle school. After controlling for initial differences in first grade IQ ( Otis & Lennon, 1979) and achievement (NCEs), comparisons between two a t-risk, low SES groups (i.e., control and experimental CWPT) and a non risk index group 6 years later, indicated that the CWPT and index grou ps had: (a) maintained a significant advantage in growth on the readin g, language, and mathematics subscales of the Comprehensive Test of Ba sic Skills (NCEs), although some effect sizes were reduced, (b) produc ed significantly higher performance on the science and social studies subscales not previously assessed; and (c) realized significantly fewe r group members placed into special education programs between first a nd sixth grade who had also received less restrictive services. Compar isons between the CWPT and index groups indicated that the CWPT group performed as well as the index group on approximately one-half of the comparisons made. The implications of these findings for both preventi on and for prereferral intervention in the regular education program a re discussed.