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.
Titel	No Child Left Behind and Tutoring in Reading and Mathematics: Impact of Supplemental Educational Services on Large Scale Assessment
Quelle	In: Journal of Education for Students Placed at Risk, 17 (2012) 3, S.186-200 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2012.688170
Schlagwörter	Supplementary Education; Federal Legislation; Educational Legislation; Tutoring; Reading Achievement; Mathematics Achievement; Instructional Effectiveness; Urban Schools; Disadvantaged; Students; Scores; Measurement; Outcomes of Education + Suchen Sie Ihr Suchwort? Ergänzungsunterricht; Bundesrecht; Bildungsrecht; Schulgesetz; Förderkonzept; Nachhilfeunterricht; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Student; Schüler; Schülerin; Studentin; Messverfahren; Lernleistung; Schulerfolg
Abstract	This 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 school to disadvantaged students who attend Title I schools that are in their third year of failing to achieve adequate yearly progress on state assessments. Data from the fifth year of SES implementation in a large urban school were analyzed to determine if the mostly small and not statistically significant 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, not statistically significant, effect sizes for the outcome measures. Student achievement results and their implication for policy and practice are discussed. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10