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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >No Child Left Behind and Tutoring in Reading and Mathematics: Impact of Supplemental Educational Services on Large Scale Assessment
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No Child Left Behind and Tutoring in Reading and Mathematics: Impact of Supplemental Educational Services on Large Scale Assessment

机译：在阅读和数学上不让任何一个孩子落后和辅导：补充教育服务对大规模评估的影响

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摘要

This quantitative study evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in reading and mathematics. SES provides free tutoring outside school to disadvantaged students who attend Title I schools that are in their third year of failing to achieve adequate yearly progress on state assessments. Data from the fifth year of SES implementation in a large urban school were analyzed to determine if the mostly small and not statistically significant effects obtained in prior years were stronger as the tutoring services acquired additional refinement and maturity. A matched treatment-control group design was employed, in which students who received SES tutoring in reading, mathematics, or both were matched to similar schoolmates who were eligible for SES services but did not participate. Results showed consistently positive but small, not statistically significant, effect sizes for the outcome measures. Student achievement results and their implication for policy and practice are discussed.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10824669.2012.688170
机译：这项定量研究评估了补充教育服务（SES）对学生在阅读和数学方面的成就的影响，这是联邦政府规定的“不让任何一个孩子掉队”。 SES在校外为处于第三年未能取得足够的年度评估进展的第一年就读的I类学校的处境不利的学生提供免费补习。分析了某大型城市学校实施SES第五年的数据，以确定随着补习服务获得更多的完善和成熟度，前几年获得的大部分较小且无统计学意义的效果是否更强。采用匹配的治疗-对照组设计，其中接受过SES辅导的学生在阅读，数学或两者方面均获得了与有资格获得SES服务但没有参加SES的类似同学的匹配。结果显示，结果测量的效果大小始终为阳性，但无统计学意义。讨论了学生的成绩结果及其对政策和实践的意义。查看全文下载全文相关变量add add_id digg，google，more“，发布号：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10824669.2012.688170

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