Five years after the No Child Left Behind Act became law, there’s still a dearth of research evidence to show whether one of the federal measure’s least-tested innovations—a provision that calls for underperforming schools to provide after-school tutoring—has an impact on student achievement.
While an estimated 500,000 students nationwide are expected to receive free tutoring under the law this coming school year, most studies of its “supplemental educational services,” or SES, provision track how states and districts are implementing the requirement. Experts estimate that only three states—Georgia, New Mexico, and Tennessee—and districts in four cities—Chicago, Los Angeles, Minneapolis, and Pittsburgh—have looked to see if the services are boosting students’ scores on state tests.
And those studies, for the most part, suggest a mixed picture of success. While most parents report satisfaction with the services, the studies find, the added hours of tutoring have so far produced only small or negligible gains on state reading and mathematics tests.
“There’s a huge amount of money going out to this program with no understanding of whether it will work,” said Gail L. Sunderman, a senior researcher for the Civil Rights Project at Harvard University who has been studying the program, which has been estimated to cost up to $2.6 billion in 2005. . . . .
"A child's learning is the function more of the characteristics of his classmates than those of the teacher." James Coleman, 1972
. . .a pupil attitude factor, which appears to have a stronger relationship to achievement than do all the “school” factors together, is the extent to which an individual feels that he has some control over his own destiny. James Coleman, 1966
Thursday, June 14, 2007
Latest on the Tutoring Fraud
From Ed Week: