ERIC Number: EJ1071873
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 26
Characteristics of Supplemental Educational Services Providers That Explain Heterogeneity of Effects on Achievement
Jones, Curtis J.
Educational Policy, v29 n6 p903-925 Sep 2015
This study used a mixed-methods approach to explore the heterogeneity of effectiveness between supplemental educational services (SES) providers in the Chicago Public Schools (CPS). Using surveys of schools and SES providers, and statistical modeling, providers using college graduates and teachers as tutors were found to be more effective than those using college students. Contrary to what research on tutoring suggested, group size was unrelated to student achievement. Furthermore, school ratings of providers were not related to provider effectiveness. The results suggest that part of improving the overall effectiveness of SES may involve increasing the qualifications of tutors. Furthermore, educators should consider the qualifications of tutors when choosing SES providers to work in their schools. Additional formative research on SES should be done to identify additional levers for increasing its impact.
Descriptors: Supplementary Education, Program Effectiveness, Academic Achievement, Public Schools, Mixed Methods Research, College Faculty, College Graduates, Tutors, Tutoring, Class Size, Teacher Evaluation, Qualifications, Personnel Selection, Surveys, Hierarchical Linear Modeling, Educational Quality, Reading Achievement, Mathematics Achievement, Educational Policy
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Illinois