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ERIC Number: ED483268
Record Type: Non-Journal
Publication Date: 2004
Pages: 7
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Profile of the Evaluation of the Academic Support Services Program
Harvard University Harvard Family Research Project
The Academic Support Services Program (ASSP) provides funds to Massachusetts school districts to develop or enhance academic support for students in second through tenth grade who performed poorly on the Massachusetts Comprehensive Assessment System (MCAS) or on other standardized assessment measures. In 1999, the Massachusetts Education Reform Commission contracted with the Center for Education Policy at the University of Massachusetts, Amherst, to study the implementation of ASSP in fiscal year 1999. The purpose of this evaluation was to identify issues affecting the implementation of state-funded academic support services programs during the 1998-1999 academic year and the summer of 1999; to identify future policy issues affecting the delivery of state-funded academic support services programs to Massachusetts students; and to provide feedback to the Massachusetts Education Reform Commission on the effectiveness of the implementation of state-funded academic support services programs. Program data were collected, informal interviews conducted, grant proposals reviewed, site visits conducted, and surveys distributed. Findings included: almost half of superintendents indicated that they would not implement ASSPs for students without the availability of state funds; a few programs saw free transportation as a barrier to program-family interactions; a slight majority (53.4%) of survey respondents indicated that their district established a formal process to provide follow-up information about student performance to teachers, guidance counselors, and parents; approximately 90% of survey respondents indicated that standardized test scores were either somewhat or very important in the selection of students into ASSPs; and grant proposals revealed that many programs emphasized the importance of working with and integrating ASSP programming with local recreational programs (e.g., YMCAs).
Harvard Family Research Project, Harvard Graduate School of Education, 3 Garden Street, Cambridge, MA 02138. Tel: 617-495-9108; Fax: 617-495-8594; e-mail: hfrp@gse.harvard.edu; Web site: http://www.hfrp.org.
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard Family Research Project, Cambridge, MA.