After-School Special

Autor/in	Jacobson, Linda
Titel	After-School Special
Quelle	In: Teacher Magazine, 17 (2006) 5, S.9-10 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6193
Schlagwörter	Educational Quality; Tutorial Programs; Federal Legislation; Educational Policy; School Districts; Educational Legislation; Low Income Groups; After School Programs; Program Effectiveness; Educational Improvement; Parent Participation + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Bundesrecht; Politics of education; Bildungspolitik; School district; Schulbezirk; Bildungsrecht; Schulgesetz; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Teaching improvement; Unterrichtsentwicklung; Elternmitwirkung
Abstract	Under the No Child Left Behind Act, districts that have failed to demonstrate adequate yearly progress for two years in a row must pay for low-income students' private-sector tutoring. As No Child Left Behind enters its fifth year, a report by the Washington, DC, nonprofit Center on Education Policy found that of about 300 districts surveyed, 10 percent had to offer students tutoring in 2004-2005. Yet many officials were not sure whether the extra help was effective, and 35 percent of states had no system to track tutors' quality. In this article, the author reports the outcomes of this program. (ERIC).
Anmerkungen	Editorial Projects in Education, Inc. Suite 100, 6935 Arlington Road, Bethesda, MD 20814-5233; Tel: 800-346-1834; Tel: 800-728-2790 (Toll Free); Fax: 301-280-3200; e-mail: webeditors@epe.org; Web site: http://www.edweek.org/tm/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10