Disadvantaged children in Grades 7 to II, who had participated 2 years earlier in a tutorial program, were assessed for their location in the school system, their aspirations, school self-concept, and school altitudes. Comparisons were made to a comparable control group. Findings indicated that tutored children tended to study in more conventional settings, possessed higher aspirations, and reported doing homework more regularly. No differences were revealed on self-concept, satisfaction with school, level of curriculum, and the possibility of taking matriculation examinations.
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