Supplemental Educational Services and Student Test Score Gains: Evidence from a Large, Urban School District

Autor/inn/en	Springer, Matthew G.; Pepper, Matthew J.; Ghosh-Dastidar, Bonnie
Titel	Supplemental Educational Services and Student Test Score Gains: Evidence from a Large, Urban School District
Quelle	In: Journal of Education Finance, 39 (2014) 4, S.370-403 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Supplementary Education; Scores; Achievement Gains; Tutoring; Elementary School Students; Middle School Students; Regression (Statistics); Robustness (Statistics); Comparative Analysis; Mathematics Achievement; Reading Achievement; Gender Differences; Racial Differences; Disabilities; Statistical Analysis; Educational Legislation; Federal Legislation; Longitudinal Studies; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Ergänzungsunterricht; Achievement gain; Leistungssteigerung; Förderkonzept; Nachhilfeunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Regression; Regressionsanalyse; Widerstandsfähigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Geschlechterkonflikt; Rassenunterschied; Handicap; Behinderung; Statistische Analyse; Bildungsrecht; Schulgesetz; Bundesrecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterrichtserfolg
Abstract	This study examines the effect of supplemental education services (SES) on student test score gains and whether particular subgroups of students benefit more from NCLB tutoring services. Our sample includes information on students enrolled in third through eighth grades nested in 121 elementary and middle schools over a five-year period comprising the 2003-04 to 2007-08 school years. A total of 17 elementary and middle schools were required to offer SES at some point during the period under study, and 9,861 student-year pairings in the sample were eligible to receive SES. Although our preferred analytic approach takes advantage of panel data to implement an analysis strategy with student fixed effect regression methods, we also test the robustness of these estimates to a number of alternative approaches, including a comparison of student test score gains between current and future SES participants. We find consistently significant and positive average effects of SES on test score gains in mathematics. Results in reading tend to be insignificant. SES tutoring does not appear to disproportionately benefit a particular racial/ethnic group or ability level. Female students and students with disabilities appear to benefit more from participating in SES. SES has a significant, cumulative effect on students in both mathematics and reading. We also demonstrate that not accounting for content area of tutoring can cause downward bias in estimates of the SES treatment effect. Our findings are qualified on a couple of dimensions. (As Provided).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10