View in EDS

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

Saved in:
Bibliographic Details
Title: Supplemental Educational Services and Student Test Score Gains: Evidence from a Large, Urban School District. Working Paper
Language: English
Authors: Springer, Matthew G., Pepper, Matthew J., Ghosh-Dastidar, Bonnie, Urban Institute
Source: Urban Institute (NJ1). 2009.
Availability: Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org
Peer Reviewed: N
Page Count: 51
Publication Date: 2009
Contract Number: R305A040043
Document Type: Reports - Research
Speeches/Meeting Papers
Education Level: Elementary Education
Middle Schools
Descriptors: Urban Schools, Middle Schools, Federal Legislation, Academic Achievement, Robustness (Statistics), Scores, Tutoring, Elementary Education, Supplementary Education, Academic Support Services, Program Effectiveness, Achievement Gains, Comparative Testing, Longitudinal Studies, Evidence, Academic Records
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
Abstract: This study examines the effect of supplemental educational services (SES) on student test score gains and whether particular subgroups of students benefit more from No Child Left Behind (NCLB) tutoring services. The sample used includes information on students enrolled in 3rd through 8th grades nested in 121 elementary and middle schools over a five-year period from 2003-04 to 2007-08. 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. While the authors' preferred analytic approach takes advantage of panel data to implement an analysis strategy with student fixed effect regression methods, they 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. The authors 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. They also demonstrate that not accounting for content area of tutoring can cause downward bias in estimates of the SES treatment effect. These findings are qualified on a couple of dimensions. Summary Statistics for Student Test Scores is appended. (Contains 11 tables, 1 figure, and 15 footnotes.) [This paper was presented at the "NCLB: Emerging Findings Research Conference" at the Urban Institute, Washington, D.C. on August 12, 2009. Part of the funding for this study was provided by the National Center on School Choice at Vanderbilt University.]
Abstractor: As Provided
Number of References: 32
IES Funded: Yes
Entry Date: 2010
Accession Number: ED508279
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED508279
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED508279
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Supplemental Educational Services and Student Test Score Gains: Evidence from a Large, Urban School District. Working Paper
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Springer%2C+Matthew+G%2E%22">Springer, Matthew G.</searchLink><br /><searchLink fieldCode="AR" term="%22Pepper%2C+Matthew+J%2E%22">Pepper, Matthew J.</searchLink><br /><searchLink fieldCode="AR" term="%22Ghosh-Dastidar%2C+Bonnie%22">Ghosh-Dastidar, Bonnie</searchLink><br /><searchLink fieldCode="AR" term="%22Urban+Institute%22">Urban Institute</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Urban+Institute+%28NJ1%29%22"><i>Urban Institute (NJ1)</i></searchLink>. 2009.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 51
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2009
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305A040043
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Robustness+%28Statistics%29%22">Robustness (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Supplementary+Education%22">Supplementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Testing%22">Comparative Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Records%22">Academic Records</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22No+Child+Left+Behind+Act+2001%22">No Child Left Behind Act 2001</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines the effect of supplemental educational services (SES) on student test score gains and whether particular subgroups of students benefit more from No Child Left Behind (NCLB) tutoring services. The sample used includes information on students enrolled in 3rd through 8th grades nested in 121 elementary and middle schools over a five-year period from 2003-04 to 2007-08. 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. While the authors' preferred analytic approach takes advantage of panel data to implement an analysis strategy with student fixed effect regression methods, they 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. The authors 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. They also demonstrate that not accounting for content area of tutoring can cause downward bias in estimates of the SES treatment effect. These findings are qualified on a couple of dimensions. Summary Statistics for Student Test Scores is appended. (Contains 11 tables, 1 figure, and 15 footnotes.) [This paper was presented at the "NCLB: Emerging Findings Research Conference" at the Urban Institute, Washington, D.C. on August 12, 2009. Part of the funding for this study was provided by the National Center on School Choice at Vanderbilt University.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 32
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2010
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED508279
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED508279
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 51
    Subjects:
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Robustness (Statistics)
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Supplementary Education
        Type: general
      – SubjectFull: Academic Support Services
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Comparative Testing
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Evidence
        Type: general
      – SubjectFull: Academic Records
        Type: general
      – SubjectFull: No Child Left Behind Act 2001
        Type: general
    Titles:
      – TitleFull: Supplemental Educational Services and Student Test Score Gains: Evidence from a Large, Urban School District. Working Paper
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Urban Institute
      – PersonEntity:
          Name:
            NameFull: Springer, Matthew G.
      – PersonEntity:
          Name:
            NameFull: Pepper, Matthew J.
      – PersonEntity:
          Name:
            NameFull: Ghosh-Dastidar, Bonnie
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 12
              M: 08
              Type: published
              Y: 2009
          Titles:
            – TitleFull: Urban Institute (NJ1)
              Type: main
ResultId 1