The impact of a tutoring program can be measured using standardized pre-tutoring and post-tutoring assessments. In a model created by TCCF, tutored students improved more than one grade in the college class they were taking. The foundation measured the effectiveness of 45 hours of tutoring in one subject. Eighty percent of the students who used tutoring services met or exceeded the satisfactory mark in the class they were taking.
In many instances, community college students are living at home to help cut the cost of achieving a higher education. In surveys conducted by TCCF, parents of students using tutoring services reported numerous positive outcomes. These included being unafraid to ask questions and to ask for help with assignments, enjoying school and homework and enjoying reading. The surveys suggested that tutoring centers can have a positive impact on students beyond improved academic achievement. It is more difficult to assess changes in the attitudes of students who are living on campus or on their own. However, it can be helpful to survey the students themselves before and after they have used tutoring services.
Another aspect of measuring the effectiveness of college tutoring centers involves assessing tutors' dedication to professional achievement. Because tutors are in charge of helping students improve performance, it is important for tutors to continue their professional educations. Tutors can be surveyed periodically to determine if they are taking classes to improve their knowledge of teaching methodologies and the subjects they teach.
The level of professionalism of a college tutoring program can be assessed on the basis of whether it meets the requirements for certification. The International Tutor Program Certification (ITPC) program developed by the College Reading and Learning Association certifies college tutoring centers based on criteria for the selection, training and evaluation of tutors. Requirements include tutor selection by interview and written approval of an instructor, a minimum of 25 hours of tutoring experience for each tutor, at least 10 hours or one semester/quarter of course or noncourse work for each tutor and a process for regular evaluation of tutors.