The purpose of this quantitative study is to examine what impact volunteer tutoring has on improving the reading standardized test scores of K-2nd elementarystudents in East Baton Rouge Parish public schools. An Ordinary Least Squares (OLS) multiple regression was conducted to analyze the extent in which Volunteers in Public Schools' (VIPS) EveryBody Reads© tutoring program improves Dynamic Indicators of Basic Early Literacy Skills (DIBELS®) post test scores while controlling for race, gender,and socioeconomic status. Results of the analysis indicate that students with VIPS tutors scored an insignificant three points higher in the difference between their pre and posttest DIBELS® scores than students who did not receiving tutoring. However, further analysis shows that VIPS tutoring had a significant increase in Kindergarten test scores and in the test scores of students attending Bernard Terrace Elementary School. Overall, the findings from this study indicate that while volunteer tutoring had a significant increase insubsets of students test scores, additional variables associated with volunteering tutoring and the DIBELS® testing instrument should be conducted in future research to assess the true impact of community involvement on elementary students' educational outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]