A Study of the Effectiveness of Supplemental Educational Services for Title I Students in Baltimore City Public Schools

Q2 Social Sciences

The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/JNEGROEDUCATION.81.1.0052

H. Harding, L. Harrison-Jones, Howard M. Rebach

引用次数: 14

Abstract

Abstract:The authors of the No Child Left Behind Act of 2001 anticipated that a majority of school districts or schools would not be able to attain state and national achievement standards without assistance. Consequently, the Act created a major tenet known as Supplemental Educational Services (SES) programs to improve the learning outcomes of students placed ‘at-risk and to hold public schools accountable for increasing the proficiency levels of students in reading and mathematics. This study examined whether provision of supplemental educational services significantly improved academic achievement of students in Baltimore City Public Schools after they received supplemental services. A quasi-experimental research design was utilized in this study to compare SES participants and non-participants.

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巴尔的摩市公立学校Title I学生补充教育服务的有效性研究

摘要:2001年《不让一个孩子掉队法案》(No Child Left Behind Act)的起草人预计，如果没有援助，大多数学区或学校将无法达到州和国家的成绩标准。因此，该法案创造了一个被称为补充教育服务(SES)计划的主要宗旨，以改善处于危险中的学生的学习成果，并要求公立学校负责提高学生的阅读和数学水平。本研究考察了提供辅助教育服务是否能显著提高巴尔的摩市公立学校学生在接受辅助教育服务后的学业成绩。本研究采用准实验研究设计，比较社会经济地位者与非社会经济地位者。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.