Educational Choice and Student Participation: The Case of the Supplemental Educational Services Provision in Chicago Public Schools

Autor/in	Steinberg, Matthew P.
Titel	Educational Choice and Student Participation: The Case of the Supplemental Educational Services Provision in Chicago Public Schools
Quelle	In: Educational Evaluation and Policy Analysis, 33 (2011) 2, S.159-182 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373711402991
Schlagwörter	Public Schools; School Choice; Student Participation; Academic Achievement; Tutoring; Academic Support Services; Supplementary Education; Case Studies; Disadvantaged; Student Characteristics; Longitudinal Studies; Educational Policy; Student Records; Student Surveys; Predictor Variables; Educational Assessment; Educational Indicators; Illinois + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Choice of school; Schulwahl; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Förderkonzept; Nachhilfeunterricht; Ergänzungsunterricht; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Schülerakte; Schülerbefragung; Prädiktor; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator
Abstract	The Supplemental Educational Services (SES) provision of the No Child Left Behind Act offers free tutoring services to students attending perennially underperforming schools. The author assesses the extent to which Chicago Public Schools students most in need of and who could potentially benefit the most from additional academic instruction participate in SES. The author uses multilevel cohort and longitudinal analyses to explore the characteristics of students participating in SES in Chicago Public Schools from 2004-2005 to 2007-2008. The results of this study, among the first empirical evaluations of SES participation, suggest that students with higher observed cognitive achievement are less likely to engage the SES provision, whereas students with better noncognitive performance are more likely to participate in SES. (Contains 8 tables and 25 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10