Supplemental Educational Services (SES) Provision of No Child Left Behind: A Synthesis of Provider Effects. Research Brief

Authors

Shanan Chappell, Old Dominion UniversityFollow
John Nunnery, Old Dominion UniversityFollow
Shana Pribesh, Old Dominion UniversityFollow
Jane Hager, Old Dominion UniversityFollow

Document Type

Report

Publication Date

2010

Pages

10 pp.

Abstract

The 2001 renewal of the United States Title I program instituted the Supplemental Educational Services (SES) program, in which schools in their third year of failing to make Adequate Yearly Progress (AYP) are required to offer out-of-school-time tutoring in core subjects to low-income students. This study synthesized provider effects reported in the extant body of SES provider evaluations to generate an estimate of the overall effectiveness of the SES policy in terms of improving student achievement and to identify provider characteristics that are associated with variation in student achievement effects

Rights

© 2010. The Center for Educational Partnerships (TCEP), Old Dominion University.

Original Publication Citation

Chappell, S., Nunnery, J., Pribesh, S., & Hager, J. (2010). Supplemental educational services (SES) provision of No Child Left Behind: A synthesis of provider effects. Research brief. The Center for Educational Partnerships at Old Dominion University.

ORCID

0000-0001-6540-7985 (Chappell), 0000-0001-9157-3493 (Pribesh)

Repository Citation

Chappell, Shanan; Nunnery, John; Pribesh, Shana; and Hager, Jane, "Supplemental Educational Services (SES) Provision of No Child Left Behind: A Synthesis of Provider Effects. Research Brief" (2010). STEMPS Faculty Publications. 375.
https://digitalcommons.odu.edu/stemps_fac_pubs/375