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ERIC Number: EJ973544
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0022-2984
A Study of the Effectiveness of Supplemental Educational Services for Title I Students in Baltimore City Public Schools
Harding, Heather R.; Harrison-Jones, Lois; Rebach, Howard M.
Journal of Negro Education, v81 n1 p52-66 Win 2012
The authors of the "No Child Left Behind Act of 2001" anticipated that a majority of school districts or schools would not be able to attain state and national achievement standards without assistance. Consequently, the Act created a major tenet known as Supplemental Educational Services (SES) programs to improve the learning outcomes of students placed "at-risk" and to hold public schools accountable for increasing the proficiency levels of students in reading and mathematics. This study examined whether provision of supplemental educational services significantly improved academic achievement of students in Baltimore City Public Schools after they received supplemental services. A quasi-experimental research design was utilized in this study to compare SES participants and non-participants. (Contains 5 tables.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I; No Child Left Behind Act 2001