District Administration - May 2007 - (Page 18)

BRIEFINGS InsidetheLaw SES Effectiveness Is a Matter of Debate TWO REPORTS RECENTLY RE leased on the successfulness of the Supplemental Educational Services options under the No Child Left Behind law—one by the Education Industry Association and the other by the Center on Education Policy—offer differing viewpoints on the effectiveness of the program. NCLB supplemental services—which provide tutoring, remediation and other interventions to low-income students in struggling schools—may be federally mandated, but it’s the state education agencies that are charged with identifying, approving and monitoring the effectiveness of the organizations that provide them. The EIA compilation of state, district and SES provider evaluations indicates that the federally funded program is well regarded, motivates students and has a positive impact on academic performance. The CEP report, however, is cautious to highlight any aspect of successful SES implementation. It says that most states are struggling to monitor the effectiveness of SES programs and notes that 38 states in particular are “unable to monitor to a great extent the quality and effectiveness” of supplemental service providers. “The bottom line is that states need more federal support to effectively carry out their duties in overseeing supplemental education service providers,” says Jack Jennings, president and CEO of CEP. “Not every state is able to ensure that the entities providing the services are of high quality, and we don’t know if these services are improving student achievement,” he adds. According to the CEP report, “between 47 and 49” states use criteria required by NCLB to review and approve applications from potential supplemental service pro18 May 2007 By Zach Miners viders. The criteria are designed to ensure that providers have a record of effectiveness, offer services consistent with district instructional programs, and meet a range of health and safety standards as well as civil rights laws. There is wide variance in reapplication processes across states, however, and providers in some states have to reapply each year, whereas providers elsewhere are never required to formally reapply. EIA Executive Director Steven Pines says, “While much more evaluation must take place, we believe the [EIA] report points to a program that is working well for those who access it, that is having a positive impact on students and their academic performance.” The entire EIA report contains more than 30 research and innovation summaries and is available at the EIA Web site, www.educationindustry.org. The CEP report is available at the CEP Web site, www.cep-dc.org. Related CEP Report Findings 22 states view insufficient technological capacity as a moderate or great challenge to monitoring providers, but 25 states say it is not a challenge or is minimally challenging. states have insufficient staff to monitor providers, but only 13 states mention attracting and retaining staff as a significant challenge. Staffing problems may stem from a lack of funding. states cite insufficient guidance from the U.S. Department of Education as a moderate or great challenge to monitoring providers. 40 25 Extent to which States Monitor SES Effectiveness Number of States 20 15 19 16 10 3 5 0 Not at all Data includes 48 out of 50 states Minimally Somewhat To a great extent Source: Center on Education Policy 2006 survey District Administration http://www.educationindustry.org http://www.cep-dc.org

Table of Contents for the Digital Edition of District Administration - May 2007

Contents
Editor’s Letter
Letters
News Update
Inside the Law
Curriculum Update
Administrator Profile
District Profi le
Focal Points for Pre-K8 Math
Games Students Play
Healthy Choices
Tragic Lessons
Learning with Personal Media Players
New Products
Computer Literature
Problem Solution
Professional Opinion
Speaking Out
Online Edge
Calendar of Events
Research Corner

District Administration - May 2007

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