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The present study examined the effects of a Classwide Student Tutoring Teams (CSTT) program on the academic performance of 28 mildly handicapped (MH) and 63 nondisabled students enrolled in three 9th and 10th grade math classes. Effects were analyzed using multiple baseline designs across settings with a withdrawal of treatment in one classroom. Analyses of group and individual results indicated that the implementation of CSTT resulted in average increases of 20 percentage points on weekly math exams. The percentage of students earning A grades rose abouve 40% while CSTT was in effect, and failing grades were virtually eliminated. No mildly handicapped students received a failing grade on their report cards during CSTT instruction, whereas eight MH students maintained averages about 90%. Anecdotal student and teacher comments indicated that Classwide Student Tutoring Teams was an acceptable classroom intervention. Educational implications for secondary mainstreamed students and teachers are discussed.
Maheady et al. (1987) studied this question.