EDSI Policy & Politics in Education Interview Analysis
Project Title 1 NCLB Supplemental Education Services Presented by:
Rachel Osborn Kimberly Sheppard Joe Rodgers Kelly Williams
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Title 1 Supplemental Educational Services Assists families
Prepares students for success Afterschool Compliance requirements
Learning plans Parental involvement Controversial federal
requirements Individualized education goals Not more of the same
Free service
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If we are to put an end to stubborn poverty and social failure,
and put our country on track for long-term economic prosperity, we
must address the needs of children who have long been ignored and
marginalized in chronically low-achieving schools. ~ Arne Duncan,
US Secretary of Education
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Title 1 Supplemental Education Services "What courageous things
will each one of us do so that every student achieves?"
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Supplemental Education Services Connections to Schools &
Families An SES provider in Seattle, Washington describes her
program that delivered after school tutoring to 130 students at 12
schools during the 2010-2011 school year.
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Supplemental Education Services Provider & Program
Effectiveness Margo Delaune - Title 1 Program Director for Georgia
Department of Education A portion of the NCLB law of 2001 requires
states to provide school districts with a list of Supplemental
Educational Service (SES) providers to assist with tutoring in the
districts. Both the state and local education agencies work
together to monitor SES providers for compliance with the policy
requirements. Although the districts are allowed to determine their
own process for implementing SES programs, the state remains active
in ensuring student safety, providing evidence of student progress,
and regulating the quality of instruction. Mrs. Delaune has
reservations about the effectiveness of outside providers in
aligning tutoring with the state assessment requirements and
believes that overall SES programs could be strengthened as a
whole.
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Supplemental Education Services Teachers in the Know? Teacher
Synopsis : Most teachers are not familiar with all intricacies of
policies, so even though many are familiar with No Child Left
Behind and the ramifications associated with it, they are not
familiar with details of SES tutoring programs. Teachers that do
participate have some understanding and realize that SES tutoring
that is paid for by the government is for students that meet
certain Title I criteria.
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Supplemental Education Services Access for All? Dr. Sandra
Moore is the Henry County Director of Title I services. She found
very little fault if any with the program. She did wish that more
students were able to benefit from the program but stated that only
10% of students in Henry County choose to use the program. Since
SES is only for low income students, many parents are unable to
provide transportation to and from the tutoring. Providing
transportation and increasing access to the quality online SES
providers that already exist are some options.
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Supplemental Education Services Parent Perceptions Interviewing
Beth Ginther provided a vivid view of a parents perspective of SES
tutoring. Her son used the tutoring services. She agreed that the
program helped but she knew very little about it. She didnt recall
receiving any feedback about her childs progress during the
tutoring but she recognized that the SES tutor was also her sons
teacher so the lines were fuzzy. She stated that he got more
individualized attention during tutoring sessions than he did in
class. The parent believes that it help him to increase achievement
goals because he didnt pass the State standardized test the
previous year but this year he did. She thought it was a good
program and appreciated the support.
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Title 1 NCLB Supplemental Education Services Final Analysis:
Although the primary focus of the policy is increasing student
achievement for at risk students, it is apparent that policy
implementation in this area is weak and needs improvement. While
supplemental education services (SES) are mandated for student
populations with high participation in free & reduced lunch and
three consecutive years of not making AYP, many parents are simply
not taking full advantage of the services. Additional factors such
as lack of awareness, and inconsistency in reporting of student
progress, also contribute to policy challenges. In sharp contrast,
communities with stronger recruitment efforts and better monitoring
of program implementation yield better results. Overall, both the
potential and actual achievement of student participation in SES is
a recurring theme throughout each interview. Whether substantial
academic gains or demonstrated growth, many SES providers offer
beneficial services to students. As NCLB undergoes reauthorization
and review, the policy shall remain under the microscope as the
responsibility of SES shifts to the hands of the local education
authorities and districts.
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We can, whenever and wherever we choose, successfully teach all
children whose schooling is of interest to us; We already know more
than we need to do that; Whether or not we do it must finally
depend on how we feel about the fact that we havent so far. ~
Glickman, C.D., Gordon, S.P., & Ross-Gordon, J.M.