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ERIC Number: EJ789721
Record Type: Journal
Publication Date: 2008-Jan
Pages: 33
Abstractor: Author
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1082-4669
Implementation and Outcomes of Supplemental Educational Services: The Tennessee State-Wide Evaluation Study
Ross, Steven M.; Potter, Allison; Paek, Jangmi; McKay, Dawn; Sanders, William; Ashton, James
Journal of Education for Students Placed at Risk, v13 n1 p26-58 Jan 2008
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.)
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Researchers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
IES Cited: ED505962