Student Attendance in Supplemental Education Services: A Provision of the No Child Left Behind Act as it Relates to Parental Satisfaction

Student Attendance in Supplemental Education Services: A Provision of the No Child Left Behind Act as it Relates to Parental Satisfaction
Author: Laura A. Roberts
Publisher:
Total Pages: 83
Release: 2006
Genre:
ISBN: 9781109878516

Under the provisions of No Child Left Behind of 2001, students of low income families attending Title 1 schools, that are in their second year of "in need of improvement" status, are entitled to receive supplemental educational services (SES). Research on SES programs shows inconsistancies in student attendance. Researchers believe that measuring parental satisfaction as well as student attendance is a way of evaluating the level of success in SES programs (Ross, 2005). Furthermore, the U.S. Department of Education (2004) published a report stating that parental satisfaction was a preliminary sign of the effectiveness of SES programs. However, there is limited information linking parental satisfaction to student attendance. This study analyzed existing data from an SES provider to determine if parental satisfaction was related to student attendance. Satisfaction surveys were distributed to parents of students who were enrolled in the tutoring program during the 2005-2006 school year for purposes of determining overall satisfaction with the program's services. The results indicated that overall parental satisfaction of the SES program was high. The results however did not support the researcher's hypothesis that parental satisfaction was correlated to student attendance in SES programs. Further analysis also did not indicate significant relationships between parental characteristics and attendance. While parental satisfaction with the SES provider is an indicator of program success (US Dept. of Ed 2004) the results of the study did not render any explanation as to what aspects of SES are most important to parents. While there were several identifiable limitations in this study, the implications provided insight into ways in which to move forward with future research.

Reauthorizing No Child Left Behind

Reauthorizing No Child Left Behind
Author: Brian M. Stecher
Publisher: Rand Corporation
Total Pages: 97
Release: 2010-04-08
Genre: Education
ISBN: 0833049852

Studies suggest that the No Child Left Behind Act of 2001's goal of 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. The authors recommend more-uniform state academic standards and teacher requirements and broader measures of student learning, including more subjects and tests of higher-thinking and problem-solving skills.

No Child Left Behind

No Child Left Behind
Author: U. S. Department U.S. Department of Education
Publisher: Createspace Independent Publishing Platform
Total Pages: 0
Release: 2014-09-24
Genre:
ISBN: 9781502474933

One of the four pillars of the No Child Left Behind Act of 2001 is options for parents in educating their children. Under No Child Left Behind, local school districts must offer certain parents of students attending Title I schools identified as in need of school improvement, corrective action, or restructuring the option of selecting "public school choice" or "supplemental educational services" (SES) for their child. Access to these options by parents depends on two factors: student eligibility and the status of their child's school. For public school choice, all students enrolled in Title I schools that are in the first year of school improvement and subsequent years may participate. For SES, students from low-income families who are enrolled in Title I schools in the second year of school improvement and subsequent years are eligible.Public school choice gives parents of eligible students the option of transferring their child to another public school in their district. The transfer options available to parents through this provision of the law may include traditional public as well as charter, magnet, or virtual schools that are not identified for school improvement, corrective action, or restructuring. If more than one transfer option exists, a district must offer more than one choice to parents. Districts must pay for or provide transportation to the new school, subject to funding limitations.Supplemental educational services are provided outside of the regular school day to increase student achievement and may include assistance such as tutoring, remediation, and other academic interventions. Parents of eligible students may obtain these services for their child free of charge from an approved SES provider of their choice. State education agencies (SEAs) are responsible for approving SES providers and providing local districts with lists of approved providers serving their area.The public school choice and SES provisions of No Child Left Behind are integral components of district efforts to improve schools and increase individual student achievement. By expanding the field of schools available to parents, public school choice gives schools a greater incentive to undertake the reforms needed to improve student learning. By providing opportunities for students to receive additional high-quality instruction outside of school, SES also makes a key contribution to districts' improvement efforts. Both provisions aim to give students access to high-quality learning environments.