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|NCEE 20124053||Impacts of Title I Supplemental Educational Services on Student Achievement
"Impacts of Title I Supplemental Educational Services on Student Achievement" examines the potential achievement benefits of academic support services offered outside the regular school day by state-approved Supplemental Educational Service providers. As one of the parental choice provisions implemented with Title I funds under the No Child Left Behind Act of 2001, parents of low-income students in low-performing schools are offered a choice of Supplemental Educational Services (SES) for their children. In the six study districts located in three states (Connecticut, Ohio, and Florida), more eligible students applied for SES than could be served with available funds, requiring prioritization of SES to the lowest-achieving students among the eligible applicants. Oversubscription for SES is unusual among school districts, and the study’s six school districts are not nationally representative. The study uses a regression discontinuity design to obtain estimates of the impact of SES by comparing the outcomes of students just below and above the cutoff value for receiving services.
|REL 2012121||Characteristics of Midwest Region School Districts Identified for Improvement
Like other states across the country, the seven REL Midwest Region states have been striving to meet the performance targets established under the No Child Left Behind Act of 2001. Under the act, districts are identified as "in improvement" and schools as "in need of improvement" after two successive years of not meeting adequate yearly progress performance targets. The report, Characteristics of Midwest Region school districts identified for improvement, presents statistical profiles of school districts designated as in improvement in the Midwest Region states as of 2009/10. It compares the prevalence and characteristics of these districts and those of districts not in improvement. It also reports the prevalence of districts in improvement under three states’ own accountability systems.
|REL 2011017||Achievement Trends of Schools and Students in Arizona’s Title I School Improvement Program
This technical brief responds to an Arizona Department of Education request to study academic performance in schools receiving funding through the federal Title I compensatory education program, the section of the No Child Left Behind Act of 2001 governing resources for schools and districts serving disadvantaged populations. The brief describes for 2005/06-2008/09 the numbers and distribution of Arizona public schools and students across school levels (elementary, middle, high) for three school types: Title I Schools in Improvement (participating in the school improvement program, a public program to improve the academic performance of students in schools not meeting adequate yearly progress for at least two consecutive years); Title I Schools Not in Improvement; and non-Title I schools. It reports how Schools in Improvement are distributed across school improvement statuses, compares trends in reading and math proficiency for students attending each school type, and examines patterns of movement in and out of school improvement among Title I schools.
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