Supplemental Educational Services (SES) and Their Impact on

Supplemental Educational Services (SES) and Their Impact on Student Achievement in Title I Schools

BACKGROUND OF SES

METHODOLOGIES/DATA

AGENDA

1) Background

2) Literature Review

3) Methodologies and Data

4) Results of Evaluation Synthesis

5) Pros

6) Cons

7) Recommendations

8) Conclusion

Questions: Did SES have an impact on student test scores?

Did participation impact achievement?

What were stakeholders' perceptions of SES?

Did particular SES curriculums have an impact?

Did the characteristics of SES providers have an impact?

What communication methods were used?

All 8 studies quantified student achievement based on particular state testing scores.

5 of the studies also had qualitative aspects to them in which SES stakeholders were given questionnaires or were part of interviews or focus groups.

Required by No Child Left Behind (NCLB) Act of 2001 (Signed into law Jan. 2002).

- If a school does not meet its Annual Yearly Progress for a second consecutive year, it is deemed to be "in need of improvement

- If a school stays in need of improvement for a second year, it must give students the option to transfer or purchase SES using Title I funds

SES SPECIFICS

LITERATURE REVIEW

8 Total Studies

Ranged from 2004-2011

Types:

4 were control/treatment comparisons

4 were baseline comparison studies

Studies included data from 12 different states total.

5 were multi-site studies

3 were single site studies

Thematic Analysis:

Student Achievement (8)

Rates of Participation (4)

Stakeholder Perceptions (4)

Communication Methods (2)

Provider Characteristics (1)

Curriculum Characteristics (3)

Any child from a low performing school is eligible regardless of achievement, UNLESS the demand for SES in that district requires more than the 20% statutorily mandated Title I funds for SES.

1) Must be academic instruction

2) Must be high-quality and research-based

3) Occur outside of the school day

RECOMMENDATIONS

Findings

Successful SES programs

- Good communication methods

- Higher levels of participation

- Higher education or teaching experience requirements for SES tutors

Limitations

-Differences in quality and types of SES programs across school districts and states

- Quality control of SES curriculums and SES providers

- Ensuring high enough frequency of participation of those participating in SES

Ensure that studies measuring the impact of SES on student achievement include a qualitative approach to determining what sort of curriculums are being provided and by whom.

Continue to develop best practices models of successful SES programs by doing more studies!

COMMUNICATION METHODS

STUDENT ACHIEVEMENT

5 Studies Observed that SES no significant impact on student achievement

3 studies did observe a statistical impact

Two studies addressed communication methods

In one study that found no correlation between SES and student achievement, communication methods were limited.

On the other hand, another study found that where there were robust communication methods, student achievement did positively correlate with SES participation

CURRICULUM CHARACTERISTICS

STUDENT PARTICIPATION

2 Studies found a significant positive correlation between rates of participation and student achievement

1 study found a significant correlation between higher participation rates and certain subgroups such as Females, Hispanics, and students with less school absentees.

One study found that different modes of instruction increased achievement rates among students if those modes were either mixed-modes of instruction or group-based rather than one-on-one or computer-based

While two other studies did not find a positive correlation between SES and student achievement, they did through qualitative data speculate that the reasons for this were due to poor curriculum quality and lack of oversight.

SES PROVIDER CHARACTERISTICS

STAKEHOLDERS' PERCEPTIONS

1 study observed a positive impact between stakeholder perceptions' of SES providers and higher education requirements of the SES tutor.

2 studies found no correlation between stakeholder perceptions of SES programs, and those programs' impact on student achievement.

One study found a significant positive impact on student achievement where the SES provider was either a teacher or a college graduate instead of a college student