|dc.description.abstract||This study examines the use of student learning polls as indicators of student perceptions
for tutoring services for the purpose of continuous improvement planning. As an integral part of
the educational reform known as No Child Left Behind, continuous improvement plans must be
developed by leadership teams when schools fail to make adequate yearly progress for two years.
This team must include stakeholders from various levels such as parents, teachers, administrators,
community members, and students.
The Tutoring Poll was administered via the Internet in a computer lab setting. The study
consisted of 361 respondents from a rural, Title I middle school in the southeast section of the
United States. Four demographic subgroups were analyzed to determine the significance of each
variable. These include gender, ethnicity, grade level, and age. The study provides information
about student views on the delivery of tutoring strategies used as action steps for school
Analysis of the data reveals results of the polls and provides insights for professional
learning communities to create strategies and action steps for continuous improvement plans. The
inclusion of student voice extends the parameters of the learning communities.||en