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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >Supplemental Educational Services as a Consequence of the NCLB Legislation: Evaluating its Impact on Student Achievement in a Large Urban District
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Supplemental Educational Services as a Consequence of the NCLB Legislation: Evaluating its Impact on Student Achievement in a Large Urban District

机译：NCLB立法对补充教育服务的影响：评估其对大市区学生成绩的影响

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摘要

Supplemental Educational Services (SES), a federally mandated program, is designed to raise student achievement via the implementation of tutoring programs. Unfortunately, although the SES federal legislation has been adopted by school districts nationally, relatively limited empirical evidence from rigorous research studies exists regarding the effectiveness of SES in general, or of specific service providers in particular. Given the environment of high-stakes accountability associated with the No Child Left Behind (NCLB) legislation, the extent to which SES programs can demonstrate positive effects on reading and mathematics on the state assessment must be determined. This study evaluated the effects of SES programs on student achievement and participant satisfaction in an urban school district in Kentucky. Overall, findings showed nonsignificant effects in outcomes, as well as quality concerns in processes that are claimed as a core provision within the NCLB legislation. Results indicated that achievement results on the Kentucky Core Content Test in reading and mathematics were not significantly superior for the SES participants relative to matched control students. Questionnaire responses from parents, teacher, principals, and district coordinators indicated both areas for growth and areas of satisfaction with provider services. Implications for policy and future research are discussed.
机译：补充教育服务（SES）是一项联邦政府授权的计划，旨在通过实施补习计划来提高学生的学习成绩。不幸的是，尽管SES联邦立法已在全国范围内被学区采用，但是从严格的研究研究中获得的相对有限的经验证据还是有关SES总体上，特别是特定服务提供商的有效性的。鉴于与“不让任何孩子落后”（NCLB）立法相关的高风险责任制环境，必须确定SES计划在何种程度上可以证明对阅读和数学对状态评估的积极影响。这项研究评估了SES计划对肯塔基州城市学区学生成绩和参与者满意度的影响。总体而言，调查结果显示，对结果的影响不显着，并且对过程的质量问题（NCLB立法中的核心规定）也提出了要求。结果表明，相对于匹配的对照学生，SES参与者在肯塔基州核心内容测验中的阅读和数学成绩没有明显提高。父母，老师，校长和学区协调员的问卷调查表明，增长领域和对提供者服务的满意度都很高。讨论了对政策和未来研究的影响。

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