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This book explores the attendance trends within NCLB's Supplemental Educational Services (SES). With re-authorization of NCLB on the horizon, knowing as much as possible about NCLB policies is vital to future decision making. Because current SES research tends to focus more on the effects SES has on academic achievement without attention to student attendance within SES, results of such studies could be questioned. Current SES enrollment practices register a student for SES and thus the student is a participant in SES. No distinction is made between students who enroll and never attend SES…mehr

Produktbeschreibung
This book explores the attendance trends within NCLB's Supplemental Educational Services (SES). With re-authorization of NCLB on the horizon, knowing as much as possible about NCLB policies is vital to future decision making. Because current SES research tends to focus more on the effects SES has on academic achievement without attention to student attendance within SES, results of such studies could be questioned. Current SES enrollment practices register a student for SES and thus the student is a participant in SES. No distinction is made between students who enroll and never attend SES tutoring and those who just enroll and those who fully complete programs. This study utilized a data set from Virginia Department of Education of students enrolled in SES during school years 2006-2009 and conducted quantitative analysis of student achievement in relation to the number of SES hours they attended. This study concludes with future research suggestions within SES to better inform policy makers.
Autorenporträt
Deborah Bergeron has been working in education for over 20 years. She holds a PhD in Education and has worked as a classroom teacher, private tutor, education researcher and is the founder of TutorFind, an educational services company. She currently works as an assistant principal in Virginia where she lives with her husband and four children.