No Child Left Behind and Tutoring in Reading and Mathematics: Impact of Supplemental Educational Services on Large Scale Assessment

Autor/inn/en	Munoz, Marco A.; Chang, Florence; Ross, Steven M.
Institution	Consortium for Research on Educational Accountability and Teacher Evaluation (CREATE)
Titel	No Child Left Behind and Tutoring in Reading and Mathematics: Impact of Supplemental Educational Services on Large Scale Assessment
Quelle	(2011), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Control Groups; Urban Schools; Federal Legislation; Educational Improvement; Federal Programs; Educational Indicators; Effect Size; Supplementary Education; Mathematics Achievement; Reading Achievement; Academic Support Services; After School Education; Program Implementation; Program Effectiveness; Program Evaluation; Educational Assessment; Tutoring; Matched Groups; Quasiexperimental Design; Pretests Posttests; Comparative Analysis; Comparative Testing; Achievement Gains; Group Testing + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Ergänzungsunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Programme evaluation; Programmevaluation; Education; assessment; Bewertungssystem; Förderkonzept; Nachhilfeunterricht; Achievement gain; Leistungssteigerung; Gruppentest
Abstract	The present quantitative study evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in reading and mathematics. SES provides free tutoring outside of school to disadvantaged students who attend Title I schools in their third year of failing to achieve Adequate Yearly Progress on state assessments. In the present study, data from the fifth year of SES implementation in a large urban school were analyzed to determine if the mostly small and nonsignificant effects obtained in prior years were stronger as the tutoring services acquired additional refinement and maturity. A matched treatment-control group design was employed, in which students who received SES tutoring in reading, mathematics, or both were matched to similar schoolmates who were eligible for SES services but did not participate. Results showed consistently positive but small, nonsignificant effect sizes for the outcome measures. Student achievement results and its implication for policy and practice are discussed. (Contains 6 tables.) (As Provided).
Anmerkungen	Consortium for Research on Educational Accountability and Teacher Evaluation. Outreach Alliances, Watson School of Education, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. Tel: 901-962-7541; Fax: 910-962-7400; e-mail: create@uncw.edu; Web site: http://www.createconference.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10