An Examination of the Provision of Supplemental Educational Services in Nine Rural Schools

Autor/inn/en	Barley, Zoe A.; Wegner, Sandra
Titel	An Examination of the Provision of Supplemental Educational Services in Nine Rural Schools
Quelle	In: Journal of Research in Rural Education, 25 (2010) 5, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Supplementary Education; Rural Schools; Public Schools; Eligibility; Student Participation; Barriers; Federal Legislation; Educational Legislation; Program Implementation; Success; American Indian Education; Interviews; School Personnel; Educational Attitudes; Parent School Relationship + Suchen Sie Ihr Suchwort? Ergänzungsunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Public school; Öffentliche Schule; Eignung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bundesrecht; Bildungsrecht; Schulgesetz; Erfolg; Interviewing; Interviewtechnik; Schulpersonal; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	Under the No Child Left Behind Act schools that fail to make progress in having students reach proficiency are designated in "need of improvement." If this continues, schools that receive federal Title I funds are required to offer their low income students supplemental educational services (SES) such as tutoring outside of school time. Across the nation the percent of eligible students who actually participate in these services has been quite low, at 20% or less. A prior study found an even lower percent (11%) in seven states in the High Plains and found that for rural schools the program was even less successful. This study used interview date from nine rural public schools in order to identify underlying issues with eligible student participation. Implementing the SES program successfully has proven difficult for eight of the nine rural schools in this study with student participation 5% or less in seven of the nine schools. Four variables were examined:1) the extent to which school and district personnel valued SES programs; 2) the relationships established with service providers; 3) outreach to parents, and; 4) barriers to service delivery including transportation problems, lack of Internet access, lack of trust in outsiders, and logistical barriers associated with serving remote rural areas. We also sought to identify what solutions to the barriers were found. The authors recommend additional funding to states to assist high poverty low achieving rural schools in implementing the program. (Contains 4 footnotes and 2 tables.) (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10