The short-term and long-term amelioration of academic and motivational deficiencies among low-achieving inner-city adolescents.

56 low-achieving seventh-grade students in a predominantly black, inner-city junior high school were randomly assigned to one of four groups (SMART, PUSH, Standard Reading, or Nonintervention). The highly structured, school-based SMART program employed nonprofessional tutors to improve the academic skills and attitudes of the adolescents. The home-based PUSH program involved parents in restructuring the home environment to foster educational development. The Standard Reading group was the usual school reading class, and the Nonintervention group did not receive any special remediation. A battery of standardized educational and attitudinal tests was administered to each student (a) immediately before assignment to groups, (b) immediately after termination of the 10-week programs, and (c) at 6-month follow-up. Results from the 4 x 3 analysis of variance clearly demonstrated the short- and long-term efficacy of the SMART program and the long-term efficacy of the PUSH program. Each produced substantial increases in both the acquisition of fundamental academic skills and achievement motivation. Implications of these findings and directions for future research are discussed.