Is After-school Tutoring Effective for Achievement on the TAKS Test? (Week 4)

My action research project was first suggested to me by my principal as an after-thought, but the more I thought about it, the more I wanted answers! Our school has had a long-standing tradition of offering after-school tutoring. I've wondering (and so have MANY others on campus) how effective this really is. Our students are tired in the afternoon, some teachers do not put their heart into the opportunity, and some students simply do not take it seriously.
My assistant principal told me that all of our students in after-school tutoring are labeled “at risk”, and that most of these students are a part of our 64% of free and reduced students. She said that she was very interesting in seeing the effects of after-school tutoring, and has been collecting data to draw conclusions as well. She collects attendance records, the students’ pre- and post- tutoring grades, and behavior reports (both major and minor infractions). She has noticed that of the students that have many behavior-related trips to the office, tutoring has not proven to be very effective.
My action research project will concentrate primarily on the minority male and economically disadvantaged subgroups. This is where our campus, and district, is not being successful. My principal wants me to look in to other ways than after-school tutoring that will motivate our minority males who are performing so low on the TAKS test.
I am reading literature, collecting school data, and generating surveys to help with this project. The results of this project should be a benefit to our campus and the teachers who are investing their time!