In order to study empirically measurable characteristics of the tutorial relationship between an older student and a younger student, two separate investigations were conducted during two consecutive academic years, using different third graders as tutees and college or high school students as tutors in each study. The first research investigation compared reading pretest and posttest scores of Chicanos tutored by other Chicanos in English, Chicanos tutored by other Chicanos in Spanish, Chicanos tutored by Anglos, and a nontutored Chicano control group. Results showed that tutors of the same sex have a greater influence on scores than any other group and that Chicano students did not perform significantly better with Chicano tutors. The second research investigation was not based on ethnic considerations and was devoted to arithmetic, concentrating on possible sex, school, and sub-test part-score differences. Findings comparing pretest and posttest scores of the experimental and control groups showed significant gains by the experimental group (tutored pupils) over the control group. (Appendixes include lists of schools providing tutees and tutors, materials used in the studies, and an arithmetic score sheet.) (JM)