Implementation and Outcomes of Supplemental Educational Services: The Tennessee State-Wide Evaluation Study

Autor/inn/en	Ross, Steven M.; Potter, Allison; Paek, Jangmi; McKay, Dawn; Sanders, William; Ashton, James
Titel	Implementation and Outcomes of Supplemental Educational Services: The Tennessee State-Wide Evaluation Study
Quelle	In: Journal of Education for Students Placed at Risk, 13 (2008) 1, S.26-58 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Models; Federal Legislation; Educational Objectives; Economically Disadvantaged; Disadvantaged Youth; Outcomes of Education; Academic Achievement; Educational Change; Academic Ability; Services; Tutoring; Statistical Analysis; Parent Attitudes; Program Evaluation; Program Effectiveness; Tennessee + Suchen Sie Ihr Suchwort? Analogiemodell; Bundesrecht; Educational objective; Bildungsziel; Erziehungsziel; Benachteiligter Jugendlicher; Lernleistung; Schulerfolg; Schulleistung; Bildungsreform; Dienstleistung; Förderkonzept; Nachhilfeunterricht; Statistische Analyse; Elternverhalten; Programme evaluation; Programmevaluation
Abstract	Supplemental Educational Services (SES), a component of the No Child Left Behind (NCLB) Act, provides free tutoring to economically disadvantaged children who are attending Title I schools in their 2nd or more years of school improvement. This research evaluated SES in Tennessee to determine the: (a) impacts on student achievement, and (b) perceptions of SES implementation and outcomes by teachers, district coordinators, principals/site coordinators, and parents. Using value-added methodology, statistical analyses of achievement data controlled for both student ability and teacher effects in 2 alternative models. Not surprisingly, parent reactions to SES were highly positive, whereas those by the 3 other stakeholder groups were more mixed. Achievement results from both analytical models yielded mostly small and nonsignificant provider effects. The implications of the findings for evaluating SES are discussed with regard to both research and policy issues. Recommendations are offered for broadening the evaluation of SES through smaller mixed-methods studies to examine implementation and educational outcomes in more highly controlled contexts. (Contains 10 tables and 1 footnote.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10