Early Implementation of Supplemental Educational Services Under the No Child Left Behind Act. Year One Report Doc. # 2004-11 PDF Download
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Author: Leslie M. Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 65
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Book Description
The No Child Left Behind Act required states and districts to begin offering supplemental educational services in the 2002-03 school year to students from low-income families attending Title I schools that had been identified for improvement for two years or more. This study examined the first year of implementation of supplemental services including tutoring, remediation, and other academic instruction. Through case studies of nine districts in six states, each selected because the site appeared to be relatively advanced in its implementation of supplemental services in fall 2002. The report details how the states, districts, schools and providers implemented supplemental services in the 2002-03 school year, considers challenges experienced during the first year and provides some examples of promising approaches. Appended is a table of selected schools' characteristics.
Author: Leslie M. Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 65
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Book Description
The No Child Left Behind Act required states and districts to begin offering supplemental educational services in the 2002-03 school year to students from low-income families attending Title I schools that had been identified for improvement for two years or more. This study examined the first year of implementation of supplemental services including tutoring, remediation, and other academic instruction. Through case studies of nine districts in six states, each selected because the site appeared to be relatively advanced in its implementation of supplemental services in fall 2002. The report details how the states, districts, schools and providers implemented supplemental services in the 2002-03 school year, considers challenges experienced during the first year and provides some examples of promising approaches. Appended is a table of selected schools' characteristics.
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Early Childhood, Elementary, and Secondary Education
Publisher:
ISBN:
Category : Electronic government information
Languages : en
Pages : 96
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Author: Leslie M. Anderson
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 42
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Author: Angela Minnici
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
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Book Description
This report describes state efforts to carry out supplemental educational services (SES)requirements. It is the first in a series of CEP publications on the No Child Left Behind (NCLB) implementation that will report on the results of 2006 surveys of officials from 50 state educational agencies, a national sample of school districts, and case study research. Reported findings included: (1) Many states are unable to monitor "to a great extent" the quality and effectiveness of SES providers; (2) Almost all of the state education agencies surveyed reported using the criteria required by NCLB law and federal guidance to review and approve applications from potential supplemental service providers; (3) 20 states said they review new SES provider applications more often than once a year (the minimum required by the NCLB law), and 22 states reported updating their SES provider lists more than once a year; and (4) SES reapplication process varies widely by state. The report concludes that further research on SES program implementation and effectiveness could shed light on whether supplemental educational services are contributing to higher academic achievement for disadvantaged children. This report is part of a larger study examining state capacity in implementing NCLB that focuses on two main research questions: In what ways are states fulfilling their responsibilities under NCLB, and to what extent do state education agencies have the capacity to implement the requirements of NCLB? (Contains 6 footnotes, 5 figures and 3 tables.).
Author:
Publisher: DIANE Publishing
ISBN: 9781422325537
Category :
Languages : en
Pages : 50
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 188
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Author: Cornelia M. Ashby
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 21
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Author: United States Government Accountability Office
Publisher: Createspace Independent Publishing Platform
ISBN: 9781976401343
Category :
Languages : en
Pages : 26
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Book Description
The No Child Left Behind Act (NCLBA) requires districts with schools that receive Title I funds and that have not met state performance goals for 3 consecutive years to offer low-income students supplemental educational services (SES), such as tutoring. This testimony discusses early implementation of SES, including how (1) SES participation changed in recent years; (2) providers work with districts to deliver services; (3) states monitor and evaluate SES; and (4) the U.S. Department of Education (Education) monitors and supports SES implementation. This testimony is based on an August 2006 report (GAO-06-758) and also provides information on actions Education has taken that respond to our recommendations. For the report, GAO surveyed all states and a nationally representative sample of districts with schools required to offer SES, visited four school districts, and interviewed SES providers. SES participation increased from 12 to 19 percent between school years 2003-2004 and 2004-2005. District actions to increase participation have included greater efforts to notify parents. However, timely and effective notification of parents remains a challenge, as does attracting providers to serve certain areas and students, such as rural districts and students with disabilities. To promote improved student academic achievement and service delivery, SES providers took steps to align their curriculum with district instruction and communicate with teachers and parents. However, the extent of these efforts varied, as some providers did not have any contact with teachers in almost 40 percent of districts or with parents in about 30 percent of districts. Both providers and district officials experienced challenges related to contracting and coordination of service delivery. In part because SES is often delivered in school facilities, providers and district and school officials reported that greater involvement of schools can improve SES delivery. While states' monitoring of district and provider efforts to implement SES had been limited in past years, more states reported conducting on-site reviews and other monitoring activities during 2005-2006. Districts also increased their oversight role. However, many states continue to struggle with how to evaluate whether SES providers are improving student achievement. While a few states have completed evaluations, none provides a conclusive assessment of SES providers' effect on student academic achievement. Education conducts SES monitoring in part through policy oversight and compliance reviews of states and districts, and provides SES support through written guidance, grants, and technical assistance. Education monitoring found uneven implementation and compliance with SES provisions, and states and districts reported needing SES policy clarification and assistance in certain areas, such as evaluating SES. Many states also voiced interest in Education's pilot programs that increase SES flexibility, including the recently expanded pilot allowing certain districts identified as in need of improvement to act as providers. Since GAO's report was published, Education has taken several actions to help improve SES implementation and monitoring, such as disseminating promising practices and guidance, and meeting with states, districts, and providers.
Author: Leslie M. Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 23
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Book Description
This report presents findings from case studies conducted during the 2003-04 school year, the second year that the supplemental services provisions of the "No Child Left Behind Act" (NCLB) had been in effect. It follows up on baseline data collected the previous school year. This study conducted interviews in a purposive sample of six states and nine school districts, which were selected to include those that appeared to be relatively far along in implementing supplemental services provisions. It is important to note that the findings presented in this report do not provide a nationally representative picture of the implementation of the supplemental services provisions, both because the sample is very small and because the sample was purposively selected from states and districts that were considered to be further along than others. The purpose of the study was not to evaluate supplemental services but rather to gain insights from the early efforts of these states and districts that could assist others in improving implementation of supplemental services. (Contains 7 footnotes and 6 exhibits.) [This paper is adapted from the 2005 report, "Case Studies of Supplemental Services under the No Child Left Behind Act: Findings from 2003-04" (ED486138).].
Author: Brian Gill
Publisher:
ISBN:
Category :
Languages : en
Pages : 112
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Book Description
This report presents findings on the implementation of parental choice options from the first year of the National Longitudinal Study of "No Child Left Behind" (NLS-"NCLB") and the Study of State Implementation of Accountability and Teacher Quality Under "No Child Left Behind" (SSI-"NCLB"). The report uses data from state-level interviews, from surveys of a nationally representative sample of district officials, principals, and teachers, surveys of parents in eight school districts, surveys of supplemental educational service providers in 16 districts, and student-level demographic and achievement data in nine districts, to examine the implementation across the country of the school choice and supplemental educational service components of Title I through 2004-05. This report addresses three broad areas in evaluating the Title I provisions for providing school choice and supplemental services for students in low-performing schools: (1) Who is eligible to participate in parental school choice and supplemental educational services under Title I of "NCLB," what choices are made available, and who participates? (2) How are states, districts and schools providing information to make parents aware of their options? What information do parents have and use to make decisions about their school choice and supplemental service options? and (3) How do states, districts, and schools support, monitor, and collaborate in the implementation of supplemental educational services under Title I? Two appendixes are included: (1) Description of NLS-"NCLB" and SSI-"NCLB" Methodologies; and (2) Standard Error Exhibits. (Contains 77 exhibits.).
