Improving the Implementation and Effectiveness of Out-of-School-Time Tutoring

Autor/inn/en	Heinrich, Carolyn J.; Burch, Patricia; Good, Annalee; Acosta, Rudy; Cheng, Huiping; Dillender, Marcus; Kirshbaum, Christi; Nisar, Hiren; Stewart, Mary
Titel	Improving the Implementation and Effectiveness of Out-of-School-Time Tutoring
Quelle	In: Journal of Policy Analysis and Management, 33 (2014) 2, S.471-494 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.21745
Schlagwörter	Tutoring; Instructional Improvement; Program Implementation; After School Education; Economically Disadvantaged; Educationally Disadvantaged; School Choice; Reading Achievement; Mathematics Achievement; School Effectiveness; Longitudinal Studies; Program Administration; Educational Policy; Individualized Instruction; Achievement Gains; Program Costs; Educational Assessment; Mixed Methods Research + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Unterrichtsqualität; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Choice of school; Schulwahl; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schuleffizienz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Individualisierender Unterricht; Achievement gain; Leistungssteigerung; Education; assessment; Bewertungssystem
Abstract	School districts are spending millions on tutoring outside regular school day hours for economically and academically disadvantaged students in need of extra academic assistance. Under No Child Left Behind (NCLB), parents of children in persistently low-performing schools were allowed to choose their child's tutoring provider, and together with school districts, they were also primarily responsible for holding providers in the private market accountable for performance. We present results from a multisite, mixed-method longitudinal study of the impact of out-of-school time (OST) tutoring on student reading and mathematics achievement that link provider attributes and policy and program administration variables to tutoring program effectiveness. We find that many students are not getting enough hours of high-quality, differentiated instruction to produce significant gains in their learning, in part because of high hourly rates charged by providers for tutoring. We identify strategies and policy levers that school districts can use to improve OST tutoring policy design and launch improved programs as waivers from NCLB are granted. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10