Tutoring programs yield positive academic outcomes for diverse students (Gordon, Downey, & Bangert 2013). This mixed methods project examines the effectiveness of tutoring programs on low-income and minority middle school student’s perceptions and achievement. The case study is a STEM tutoring program, which utilizes minority instructors. Participants (n=20) in this study include 13 students, 5 mentors and 3 teachers. Data were collected using a survey and a classroom observation tool. Data were analyzed using a qualitative coding system to determine the theme-related impact of the tutoring program on students’ achievement. This research will inform future educational practices and policies encouraging minority recruiting for tutoring programs.
