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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >Implementation and Outcomes of Supplemental Educational Services: The Tennessee State-Wide Evaluation Study
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Implementation and Outcomes of Supplemental Educational Services: The Tennessee State-Wide Evaluation Study

机译：补充教育服务的实施和结果：田纳西州全州评估研究

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摘要

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.
机译：补充教育服务（SES）是“不让任何孩子落后”法案（NCLB）的组成部分，它为在第二年或第二年以上的学校改善期间就读头衔学校的经济弱势儿童提供免费辅导。这项研究评估了田纳西州的SES，以确定：（a）对学生成绩的影响，以及（b）老师，学区协调员，校长/现场协调员和父母对SES实施和成果的看法。使用增值方法，对成绩数据的统计分析在2个替代模型中控制了学生的能力和老师的效果。毫不奇怪，父母对SES的反应是高度积极的，而其他3个利益相关者群体的反应则更为复杂。两种分析模型的成就结果大多对提供者产生的影响不大。就研究和政策问题，讨论了研究结果对评估SES的意义。提供了一些建议，以通过较小的混合方法研究来扩大对SES的评估，以在更严格控制的情况下检查实施和教育成果。

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