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After-school tutoring in the context of no Child Left Behind: Effectiveness of two programs in the Pittsburgh Public Schools

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  • Zimmer, Ron
  • Hamilton, Laura
  • Christina, Rachel
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    Abstract

    The No Child Left Behind (NCLB) legislation has created pressure for districts to improve their students' proficiency levels on state tests. Districts that fail to meet their academic targets for 3 years must use their Title I funds to pay for supplemental education services (SES) that provide tutoring or other academic instruction. Many districts, including the Pittsburgh Public Schools (PPS), have also adopted additional tutoring programs designed to help students reach proficiency goals. This paper examines student participation and achievement in two PPS tutoring programs--the NCLB-mandated SES program and a state-developed tutoring program. We examine the characteristics of students participating in each program, the effects of participation on student achievement, and the program features that are associated with improved achievement.

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    Bibliographic Info

    Article provided by Elsevier in its journal Economics of Education Review.

    Volume (Year): 29 (2010)
    Issue (Month): 1 (February)
    Pages: 18-28

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    Handle: RePEc:eee:ecoedu:v:29:y:2010:i:1:p:18-28

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    Web page: http://www.elsevier.com/locate/econedurev

    Related research

    Keywords: Parental choice Out-of-school programs No Child Left Behind;

    References

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    1. Eric A. Hanushek & John F. Kain & Steven G. Rivkin & Gregory F. Branch, 2005. "Charter School Quality and Parental Decision Making with School Choice," Discussion Papers 04-024, Stanford Institute for Economic Policy Research.
    2. Tim R. Sass, 2006. "Charter Schools and Student Achievement in Florida," Education Finance and Policy, MIT Press, vol. 1(1), pages 91-122, January.
    3. Zimmer, Ron & Buddin, Richard, 2006. "Charter school performance in two large urban districts," Journal of Urban Economics, Elsevier, vol. 60(2), pages 307-326, September.
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    Cited by:
    1. Zhang, Yu, 2013. "Does private tutoring improve students’ National College Entrance Exam performance?—A case study from Jinan, China," Economics of Education Review, Elsevier, vol. 32(C), pages 1-28.
    2. Bray, Mark & Zhan, Shengli & Lykins, Chad & Wang, Dan & Kwo, Ora, 2014. "Differentiated demand for private supplementary tutoring: Patterns and implications in Hong Kong secondary education," Economics of Education Review, Elsevier, vol. 38(C), pages 24-37.
    3. Dang, Hai-Anh & Rogers, Halsey, 2013. "The decision to invest in child quality over quantity : household size and household investment in education in Vietnam," Policy Research Working Paper Series 6487, The World Bank.
    4. Alejandro Cid & Martin Rossi, 2011. "Giving a Second Chance: an After-School Program in a Shantytown Interacting with Parents’ Type," Documentos de Trabajo/Working Papers 1108, Facultad de Ciencias Empresariales y Economia. Universidad de Montevideo..
    5. Meyer, Erik & Van Klaveren, Chris, 2013. "The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands," Economics of Education Review, Elsevier, vol. 36(C), pages 1-11.
    6. Cid, Alejandro, 2012. "Giving a Second Chance: an After-School Program in a Shanty Town Matched against Parent Type," MPRA Paper 39918, University Library of Munich, Germany.

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