After-School Tutoring in the Context of No Child Left Behind: Effectiveness of Two Programs in the Pittsburgh Public Schools

Autor/inn/en	Zimmer, Ron; Hamilton, Laura; Christina, Rachel
Titel	After-School Tutoring in the Context of No Child Left Behind: Effectiveness of Two Programs in the Pittsburgh Public Schools
Quelle	In: Economics of Education Review, 29 (2010) 1, S.18-28 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2009.02.005
Schlagwörter	Tutoring; After School Programs; Public Schools; Urban Schools; Federal Legislation; Educational Legislation; Student Participation; Academic Achievement; Supplementary Education; Tutorial Programs; Program Effectiveness; Pennsylvania + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bundesrecht; Bildungsrecht; Schulgesetz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Ergänzungsunterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	The No Child Left Behind (NCLB) legislation has created pressure for districts to improve their students' proficiency levels on state tests. Districts that fail to meet their academic targets for 3 years must use their Title I funds to pay for supplemental education services (SES) that provide tutoring or other academic instruction. Many districts, including the Pittsburgh Public Schools (PPS), have also adopted additional tutoring programs designed to help students reach proficiency goals. This paper examines student participation and achievement in two PPS tutoring programs--the NCLB-mandated SES program and a state-developed tutoring program. We examine the characteristics of students participating in each program, the effects of participation on student achievement, and the program features that are associated with improved achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10