In order to investigate the efficacy of a decade-long language arts tutoring program, a study compared students' responses to a survey of their participation in and attitudes about the program with their Reading, Language, Math, and Total scores on the Stanford Achievement Test (SAT) and other tests. The tutoring program assigned college students from a language arts practicum course at Mississippi State University to work on a one-to-one basis with elementary school children from a rural black school. Analyses of the responses of the 85 subjects (grades 7, 8, and 9) revealed significant positive correlations between: (1) the number of semesters spent in the program and scores in Reading achievement; (2) earlier times of entry into the program and higher Reading and Total scores; (3) student responses that their tutors helped them do better work and scores in every achievement area; (4) responses that the tutoring helped most with "feeling good about school," and Reading, Language, and Total scores on the SAT; (5) responses that the sixth grade was the best grade to have tutoring in and scores in Research Skills; and (6) responses that the program caused students to consider attending college and spelling achievement. Since a strong correlation existed between what the children said about the program and school achievement in years following the program, it is clear that the program provides long lasting beneficial results. (A table of data and a survey form are attached.) (ARH)