Characteristics of Supplemental Educational Services Providers That Explain Heterogeneity of Effects on Achievement

Autor/in	Jones, Curtis J.
Titel	Characteristics of Supplemental Educational Services Providers That Explain Heterogeneity of Effects on Achievement
Quelle	In: Educational Policy, 29 (2015) 6, S.903-925 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904813518098
Schlagwörter	Supplementary Education; Program Effectiveness; Academic Achievement; Public Schools; Mixed Methods Research; College Faculty; College Graduates; Tutors; Tutoring; Class Size; Teacher Evaluation; Qualifications; Personnel Selection; Surveys; Hierarchical Linear Modeling; Educational Quality; Reading Achievement; Mathematics Achievement; Educational Policy; Illinois + Suchen Sie Ihr Suchwort? Ergänzungsunterricht; Schulleistung; Public school; Öffentliche Schule; Fakultät; Hochschulabsolvent; Hochschulabsolventin; Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Klassengröße; Teacher appraisal; Lehrerbeurteilung; Qualifikation; Qualifikationsstufe; Personalauswahl; Personalentscheidung; Survey; Umfrage; Befragung; Quality of education; Bildungsqualität; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Politics of education; Bildungspolitik
Abstract	This study used a mixed-methods approach to explore the heterogeneity of effectiveness between supplemental educational services (SES) providers in the Chicago Public Schools (CPS). Using surveys of schools and SES providers, and statistical modeling, providers using college graduates and teachers as tutors were found to be more effective than those using college students. Contrary to what research on tutoring suggested, group size was unrelated to student achievement. Furthermore, school ratings of providers were not related to provider effectiveness. The results suggest that part of improving the overall effectiveness of SES may involve increasing the qualifications of tutors. Furthermore, educators should consider the qualifications of tutors when choosing SES providers to work in their schools. Additional formative research on SES should be done to identify additional levers for increasing its impact. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01