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White, Sara; Groom-Thomas, Leiah; Loeb, Susanna – Annenberg Institute for School Reform at Brown University, 2022
This study synthesizes existing research on the implementation of tutoring programs which we define as one-to-one or small-group instruction in which a human tutor supports students grades K-12 in an academic subject area. Tutoring has emerged as an especially promising strategy for supporting students' academic success with strong causal evidence…
Descriptors: Tutoring, After School Education, Tutorial Programs, Program Implementation
Mesecar, Doug – American Enterprise Institute for Public Policy Research, 2015
Free after-school tutoring, known as supplemental educational services (SES), was brought to life by the No Child Left Behind Act (NCLB) in 2002. SES was designed to provide extra academic assistance to low-income students in schools failing to make accountability targets. SES is a cautionary tale, for there has never been an experiment like it in…
Descriptors: Supplementary Education, Educational Policy, After School Education, Low Income Groups
Paul, Dierdre Glenn – Journal of Adolescent & Adult Literacy, 2013
Rigid foci on accountability, accreditation, and customer service pose significant challenges for literacy educators today. The most consequential identified as the snuffing out of scholastic innovation and erosion of academic freedom. This article recounts a recent experience that occurred while the author prepared a lesson for an undergraduate…
Descriptors: Accountability, Accreditation (Institutions), Reading Teachers, Academic Freedom
Good, Annalee G.; Burch, Patricia Ellen; Stewart, Mary S.; Acosta, Rudy; Heinrich, Carolyn – Teachers College Record, 2014
Background/Context: Under supplemental educational services ("supplemental services"), a parental choice provision of the No Child Left Behind Act (NCLB), schools that have not made adequate yearly progress in increasing student achievement are required to offer low-income families free, afterschool tutoring. Existing research shows low…
Descriptors: Tutoring, Educational Indicators, Federal Programs, Federal Legislation
Hilliard, Ann; Talbert Jackson, Barbara – Contemporary Issues in Education Research, 2011
Many school leaders today are experiencing many challenges to ensure that their schools are successful. Since the passage of No Child Left Behind Act, school leaders have been faced with making sure that all students, regardless of language and/or background, are successful on the state assessment test. If students do not make AYP Annual Yearly…
Descriptors: Leadership, Educational Administration, Success, Educational Trends
Koyama, Perie Reiko – Journal of Correctional Education, 2012
While considerable research has been conducted on educational practices and programming for incarcerated youth, significantly less attention has been given to short-term detained youth. The high transience of pre-adjudicated youth, legal protections pending trial, and varying levels of collaboration with correctional personnel have made it…
Descriptors: Academic Records, Federal Legislation, Educational Practices, Juvenile Justice
US Department of Education, 2009
Supplemental educational services (SES) are additional academic instruction designed to increase the academic achievement of students in schools in need of improvement. These services may include academic assistance such as tutoring, remediation and other educational interventions, provided that such approaches are consistent with the content and…
Descriptors: Supplementary Education, State Departments of Education, School Districts, Federal Legislation
Afterschool Alliance, 2021
The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to supporting local afterschool, before-school, and summer learning programs. Over the years, the program has evolved to become a local afterschool model -- serving students attending high-poverty, low-performing schools in…
Descriptors: Community Programs, After School Programs, Summer Programs, Poverty
Leone, Peter E.; Cutting, Candace A. – Behavioral Disorders, 2004
The No Child Left Behind (NCLB) Act of 2001 promotes high-quality educational services for all children and youths, regardless of race, gender, ethnicity, disability, income, or background. Despite the law's laudable goals, one group continues to be left behind: youths who are incarcerated in juvenile correctional facilities. These…
Descriptors: Federal Legislation, Correctional Institutions, Correctional Education, Educational Legislation
Phelps, James L.; Addonizio, Michael F. – Educational Considerations, 2006
How do district policies, leadership, and support services influence the quality of teaching and learning in public schools? This article uses a rich longitudinal school-level database to estimate a model of student achievement and analyzes the residuals in the model to obtain estimates of the contributions of unobserved school and school district…
Descriptors: Accountability, Public Schools, Academic Achievement, Models
Ethridge, Elizabeth A. – Mentoring & Tutoring: Partnership in Learning, 2006
A cacophony of voices is continuing to place mandates on education and yet the voices of teachers are seldom heard. Teacher education can attempt to address this issue by facilitation of advocacy experiences via service-learning. The experiential and transformative nature of service-learning is illustrated through three case studies in which…
Descriptors: Graduate Students, Education Courses, Early Childhood Education, Advocacy
Stullich, Stephanie; Eisner, Elizabeth; McCrary, Joseph; Roney, Collette – National Center for Education Evaluation and Regional Assistance, 2006
The Title I program, created in 1965, is the largest federal program supporting elementary and secondary education and is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state standards and assessments. The No Child Left Behind Act of 2001 (NCLB) expanded the…
Descriptors: Program Effectiveness, Federal Legislation, State Standards, Elementary Secondary Education
Schultz, Edward; Simpson, Cynthia; Owen, Jane C.; McIntyre, Christina Janise – Journal of the American Academy of Special Education Professionals, 2015
High schools throughout this country are as heterogeneous as the students they serve in size, location, tax base, student make-up, and teacher quality. However, they must all follow the mandates of NCLB and IDEA. While these policies affect all schools, high schools continue to face many challenges implementing these laws effectively for students…
Descriptors: High School Students, Regular and Special Education Relationship, Special Education Teachers, Special Education
Boundy, Kathleen – Center for Law and Education (NJ3a), 2007
The author, a Boston-based attorney and the co-director of the Center for Law and Education, presents testimony about students with disabilities, shares some thoughts generally about whether the requirements of NCLB are working for these particular students, and identifies areas of concern and areas in need of improvement. Specifically, she…
Descriptors: Educational Change, Public Education, Compensatory Education, Attitudes toward Disabilities
Todd, Ross J. – Knowledge Quest, 2008
Broadly defined, evidence-based practice (EBP) is fundamentally about professional practice being informed and guided by best available evidence of what works. The EBP movement had its origins in the early 1990s in the United Kingdom in medicine and health care services. Sackett et al. defined evidence-based medicine as the "conscientious,…
Descriptors: Testing, Foreign Countries, Decision Making, Medicine