Relationship of nonprofit organizations and an urban Ohio Public School District implementing after school tutoring programs
Poor academic achievement occurs nationwide for many students in the United States public school system. This research study was designed to evaluate after school tutor program effectiveness, as provided by nonprofit organizations (NPO) in an Urban Ohio Public School District (UOPSD) during the 2006-2007 school year. A mixed methodology approach was implemented whereby quantitative data was collected through survey responses by UOPSD teachers followed by qualitative data collected through interviews with administrators and supplemental education support (SES) providers of nonprofit tutoring programming. Specifically, thirty-four UOPSD teachers, seven administrators and SES providers participated. Results suggested that the majority of UOPSD teachers held a positive regard for NPO sponsored after school tutoring programming. However, results did not show a connection between SES providers and NPO administrators in their efforts to provide after school tutoring programming.