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THE EFFECTIVENESS OF TITLE I
TUTORING PROGRAMS INELEMENTARY SCHOOLS
Eunetra Ellison-Simpson
Dr. William Allan Kritsonis – Dissertation Chair
PVAMU
JULY 2008
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Proposal Committee Members
• Dr. William Kritsonis – Dissertation
Chair
• Dr. Camille Gibson – Member• Dr. David Herrington – Member
• Dr. Tyrone Tanner - Member
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Chapter I
INTRODUCTION
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Introduction
• Federally mandated public after-school tutoring
is not always reaching the children it's intended
to help, and when it does, it does not always
help as much as it could (Toppo, 2008).
• Questions are being raised about the
effectiveness of tutoring for underachieving
students, the accountability of tutors, andacademic return on this investment (Buczynski,
2008).
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Introduction (con.)
• There's still a dearth of research evidence to
show whether one of the federal measure's
least-tested innovations--a provision that calls
for underperforming schools to provide after-school tutoring--has an impact on student
achievement (Evidence Thin on Student Gains,
2007).
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Background of the Problem
• Not surprisingly, 40% of all urban districts are required
to offer supplemental services (Ascher, 2006).
• Gewertz (2005) says that states must evaluate the
effectiveness of free tutoring under the federal No
Child Left Behind Act, but a lack of resources might
force them to compromise on the rigor of those
evaluations.
• By anecdotal accounts, most states are not far along in
designing evaluations and many experts question theircapacity to design and implement high-quality
evaluations (Gewertz, 2005).
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Statement of the Problem
• Saulny (2006) asserts that even for those
students who are getting tutored, there has yet
to be a scientific national study judging
whether students in failing schools are receivingany academic benefit, and there is no
consensus on how that progress should be
judged.
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Research Question # 1
What is the relationship between
tutoring effectiveness and student
achievement based on anelementary school’s rating on the
Characteristics of Effective
Tutoring Scale and its TAKSCumulative Met Standard in
reading?
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Research Question #2
What do administrators report
about the effectiveness of
implementing Title I tutoringprograms in elementary schools
as indicated by their rating on
the Characteristics of Effective
Tutoring Scale?
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Research Question #3
What do elementary school teachersreport about the effectiveness of implementing Title I tutoring
programs in elementary schools asindicated by their rating on theCharacteristics of Effective Tutoring
Scale?
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Research Question #4
Is there a difference in the
ratings of administrators and
teachers on the Characteristicsof Effective Tutoring Scale?
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Null Hypotheses
• H1 - There is no relationship between tutoring
effectiveness and student achievement based
on an elementary school’s rating on the
Characteristics of Effective Tutoring Scale andits TAKS Cumulative Met Standard in reading.
• H2- There is no difference in the ratings of
administrators and teachers in their overall
scores on the Characteristics of EffectiveTutoring Scale.
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Purpose of the Study
The purpose of the study will be to investigate thestructure of tutoring programs currently employed bypublic schools. Faculty members will rate theeffectiveness of the campus tutoring programs bycompleting the Characteristics of Effective TutoringScale. Descriptive data will be included in the study toindicate factors that may be associated with theimplementation and evaluation of Title I tutoring andfurther analysis will determine if any significantrelationship exists between the quality of a Title Icampus tutoring program and its TAKS Cumulative MetStandard. The study will also investigate whetheradministrators and teachers differ in rating theircampus tutoring program.
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Significance of the Study
• Results of the study will provide an overview of theeffectiveness of the tutoring methods that are utilized.
• Implications for school administrators extractedthrough the study may substantiate the currentpractices that are in place.
• On the other hand, the study may serve as an apparatusof transformational change in streamlining the contentand structure of tutoring programs.
• Ensuring that compensatory education programs areeffective will enable educators to advance a stepfurther in the quest to ameliorate the achievement gapbetween at-risk students and students of mainstreamAmerica.
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Conceptual Framework
What is “tutoring effectiveness?”
• 6. Formal/informal assessment needs to be used throughout thetutoring process.
• 7. Mentoring/coaching students on learning how to learn throughproviding guidance on study habits, test taking, attention to school,and learning in general is a significant informal part of effectivetutoring.
• 8. Mentoring/coaching each student's parents on sustaining the day-to-day learning process in the home after the tutoring ceases is animportant role for effective tutors.
• 9. To facilitate the coaching of parents, it is desirable to conduct thetutoring in the student's own home outside of school hours. If this isnot possible, a community center or library can be used, but an effort
to provide mentoring to the parents should still be made.• 10. Throughout the tutoring, tutors must collaborate closely witheach student's classroom teacher. The final measure of theeffectiveness of the tutoring is the short-term and long-termimprovement of the student's day-to-day classroom achievement.Close tutor-teacher collaboration will help maximize effectivetutoring.
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Review of theReview of the
LiteratureLiterature
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The Evolution of Tutoring
• The tutor-student model is patterned after the
relationship that existed between the student
and sage during the age of Socrates (McDonald,
2004).• Gordon (1990) contends that tutorial philosophy
and methods were forgotten or quietly
absorbed by tax-supported public schools.
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The Achievement Gap
• While Americans are mixed on the urgent need toaddress the racial achievement gap, the school'sresponsibility for the gap, and the practice of disaggregation, the Bush administration and NCLB
proponents have aggressively wielded the law'semphasis on achievement gaps as a political tool (Hess,2006).
• English (2003) asserts that current methods ineducation have not solved the major sociopolitical and
instructional problems of race or class, and they havenot reduced the gap between the socioeconomic havesand have-nots.
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Compensatory Education: Title I
• Title I, the best known of the Act’s six titles
was included for the purpose of meeting the
special educational needs of children of low-
income families (Kritsonis, 2002).• For decades, people have argued about
whether Title I in itself can be praised for
raising test scores among broad groups in
society, or whether it should be condemned fornot closing the gap between poor and rich
children (Borman, Stringfield, & Slavin, 2001).
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21st Century Educational Reform: No Child
Left Behind
• As a result of No Child Left Behind (NCLB),substantial new federal spending is allocatedfor supplemental education services, whichmost often mean tutoring (Buczynski, 2008).
• Underlying supplemental services is theassumption that academic instruction providedoutside the regular school day by public andprivate organizations will be able to do whatschools cannot - raise the achievement of students in consistently poorly performingschools (Sunderman, 2006).
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Shortcomings of Tutoring Programs
• In the 299 districts surveyed by the Center on
Education Policy (CEP) in 2005-06, 20% of
eligible students took advantage of
supplemental services; however, extremely lowpercentages of eligible students enrolling in
supplemental services have been reported in
Houston (3%) and Philadelphia (5%) (Ascher,
2006).
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Shortcomings of Tutoring Programs
Students could get better access to federally
funded tutoring programs if lawmakers
streamlined the sign-up process, gave states
and districts money to monitor and evaluatethose services, and took steps to make sure
districts actually spent money for tutoring on
tutoring (Borja, 2007).
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Shortcomings of Tutoring Programs
In a study conducted by the U.S. Department of
Education from 2003-2005, Anderson and LaGuarda
(2005) found impediments regarding the state of free
tutoring programs:
• Some providers were unable to describe any strategy
for aligning their services with state standards.
• Student attendance at after school tutoring was a
challenge.
• Provider communication with parents and teachers was
seldom very effective.
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Shortcomings of Tutoring Programs
• Similar findings were observed by Ascher (2006):
Although NCLB mandates "highly qualified" teachers for
every classroom during the school day, the law is silent
about qualifications for tutors. Most tutors are
certified teachers, but some are college graduates
without teaching experience, and 7% are high school
students. Some, but not all, providers prepare their
tutors to work with their instructional programs -
preparation ranges from four to 20 hours. Some, butnot all, providers evaluate their tutors.
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The Need for Title I Tutoring Program
Evaluation
• The lack of tutorial program supervision by public orprivate regulatory agencies resulted in some tutors makingunfair claims regarding academic improvement that undulyraised student and parent expectations (Gordon, 1990).
• As tutoring programs of various types receive attention aspossible solutions to modern educational problems, itbecomes necessary to evaluate them in terms of theirbenefits to the students involved (Von Harrison & Guymon,1980).
• Few research studies, for example, include a control groupof students, prohibiting clear conclusions on the effects of the tutoring; therefore, the long-term effects of readinginterventions need to be investigated (Senesac &Silberglitt, 2008).
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Investigating Tutoring Effectiveness
• The demand for proven results, extensive evaluations, and
data-driven decision-making has moved the role of thesuperintendent from the sideline to the frontline of supporting student achievement (Peterson & Young, 2004).
• As great as the need is for similar quantitative studies fromother districts, including those that follow students over
more than one year, there is also need for programobservations that facilitate an understanding of howsupplemental services classrooms are over time and howchildren experience tutoring (Ascher, 2006).
• It is imperative that resources be allocated to design andimplement sophisticated evaluations of tutoring efforts(Pearson, 2000).
• Tutoring programs must be evaluated rigorously andsystematically in order to determine: which produce thestrongest and most reliable effects on student learning,which produce negligible effects, and which produce no or
even negative effects (Slavin & Calderaon, 2000).
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Characteristics of Effective Tutoring
Programs
• Effective programs require adequate training
for tutors, whether these are college students,
community volunteers, or other children;
second, supervision of tutors is essential(Pearson, 2000).
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Garner et al. (2002) provides a framework for effectivetutoring:
• Organizational support is one of the most importantaspects to a successful after-school tutoring program.
• Providing adequate space to conduct the tutoringprogram and appropriate materials such as books and
writing supplies to implement the program, andproviding a designated person or people to be in chargeof implementing the program are key to programsuccess.
• In all of the effective after-school programs reviewed,training of the tutors was a consistent factor.
• An after-school tutoring program needs to haveappropriate materials to implement a high-qualityprogram.
• Incentives are important to keep tutors and tuteesinvolved in the program.
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Summary of the Literature
• In conclusion, the literature suggests that tutors
must be equipped with ample training,
resources, and evaluative feedback in order to
produce an effective impact on studentachievement.
• Education reform measures promoting research-
based programs should encompass tutoring so
that this important form of education canbecome a more potent resource in improving
student performance (Gordon et al., 2004).
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MethodsMethods
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Research Methods
• Current conditions of tutoring programs will be described
and analyzed for relationships between tutoring
effectiveness and academic achievement.
• For the purposes of establishing a relationship between
variables, no logical causal ordering can be implied;student achievement is the criterion variable while level of
tutoring effectiveness is the predictor variable.
• In addition, two independent variables, the rating scores
indicating the perceptions of administrators and staff
members will also be compared through a t-test.
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Subjects of the Study
• Houston, Texas has a low enrollment of eligible
students in Title I tutoring (3%) according to
Ascher (2006).
• For this reason, it is the interest of the study todiscover how teachers and administrators in the
Houston area regard Title I tutoring programs
based upon the Characteristics of Effective
Tutoring.
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Subjects of the Study
• The study will be conducted in Harris County,the most populous county in the state of Texas.
• Harris County includes 23 school districts;nonrandom, purposive and conveniencesampling methods will be used to invite 2school districts to participate.
• The two districts invited to participate in the
study will be purposely selected based on thefact that a large number of their schools areconsidered Title I.
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Subjects of the Study
• Schools will be invited through cluster
sampling.
• Approximately 45 elementary schools reside in
Districts I and II combined.• Ten schools will be selected from the school
districts (n=10) by placing all 45 elementary
campus names in a hat to retrieve the desired
sample size.
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Subjects of the Study
• Once ten schools have been selected, teachers
and administrators will be invited to participate
in the study via email.
• Convenience sampling will be used in selectingadministrators and teachers.
• At least two administrators and 20 teachers per
campus is the desired sample size (n=220).
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Instrumentation
• Thirty statements regarding program administration,
program design, family involvement, and tutoring
sessions are included in the survey.
• Together, these four components of the survey will be
combined to elicit an overall score that will determinewhether a school’s tutoring program is deemed as
highly effective, efficient, emergent, or in need of
improvement.
• Information about the reliability and validity of theCharacteristics of Effective Tutoring Scale as a web
survey will be addressed in a pilot study.
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Instrumentation
• Cooperation in completing the survey is likely due to itsbrevity, readability of responses and the use of Likert-responses; furthermore, “if a survey request isperceived as interesting and easy, the likelihood of obtaining cooperation will increase” (Biemer & Lyberg,
2003, p. 107).• Confidentiality of respondent’s identity and letters sent
to participants to explain the significance of participating in the study may increase the responserate.
• In completing electronic surveys, “confidentialitymust be assured and guarantees must be provided that
installment of the communication package will not leadto virus attacks” (Biemer & Lyberg, 2003, p.201).
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Instrumentation
• Additional benefits of web survey designs such
as Survey Monkey include “controlled routing
and embedded edits” that may “decrease
measurement error and item nonresponse”(Biemer & Lyberg, 2003, p.201).
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Pilot Study
• In its original form, Characteristics of Effective Tutoring
is a checklist of 30 standards that effective tutoring
programs may have (see Appendix C).
• Likert-type responses will be added to the checklist and
will be converted into a web survey on a secure siteusing Survey Monkey in order to elicit responses from
administrators and staff members regarding the
tutoring practices of each campus.
• A pilot study will be conducted to ensure thatconverting the checklist by adding Likert-type
responses yields a reliable and valid survey.
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Pilot Study
• Through convenience sampling, five teachersand one administrator will be invited tocomplete the survey.
• Respondents’ answers as well as any commentsregarding the flow, readability, and relevancyof the questions will be analyzed in the pilotstudy.
•Appropriateness of the scale will be evaluatedfor the purposes of the study.
• Attention to the layout of the questionnaire willalso be addressed to ensure that the instrument
is clear to respondents.
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Procedures
• Respondents will be introduced to the Characteristics of
Effective Tutoring Scale through a link provided in an
email.
• All submissions will be completed online via the World
Wide Web.
• Respondents will choose the location in which to
complete the web survey.
• Identifying information will not be obtained.
• Staff members and administrators will respond to each
item on the survey by indicating the extent to which
each statement is representative of the campus.
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Research Question
#1
Hypothesis Criterion Variable Predictor Variable Statistical
Measurement
What is therelationship
between tutoringeffectiveness and
studentachievementbased on anelementary
school’s rating onthe
Characteristics of Effective
Tutoring Scale
and its TAKSCumulative MetStandard in
reading?
H1 - There is norelationship
between tutoringeffectiveness and
studentachievementbased on anelementary
school’s rating onthe
Characteristics of Effective
Tutoring Scale
and its TAKSCumulative MetStandard in
reading.
Studentachievement
Level of tutoringeffectiveness
Pearson’s rcoefficient of correlation
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CORRELATIONAL STATISTICS
• The first hypothesis, H1, involves correlational research. Foreach of the 10 campuses included in the study, the first variable,TAKS Cumulative Met Standard value, will be collected via AEISreports.
• TAKS Cumulative Met Standard values for will be listed in a SPSS
spreadsheet.• Using the values emanated from the descriptive research portion
of the study, the arithmetic mean of each school’s rating scale willbe listed in an adjacent column in SPSS.
• The Pearson r correlation coefficient will be calculated todetermine whether a significant relationship exists between acampus average score on the Characteristics of Effective Tutoringscale and its TAKS Cumulative Met Standard for TAKS reading.
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Research Question
#2
Statistical
Measurement
What do administrators report aboutthe effectiveness of implementing
Title I tutoring programs inelementary schools as indicated by
their rating on the Characteristics of Effective Tutoring Scale?
Descriptive statistical measuresincluding a frequency polygon andgrouped frequency distribution willbe used to summarize the results of
the survey.
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Research Question
#3
Statistical
Measurement
What do elementary schoolteachers report about the
effectiveness of implementing TitleI tutoring programs in elementaryschools as indicated by their ratingon the Characteristics of Effective
Tutoring Scale?
Descriptive statistical measuresincluding a frequency polygon andgrouped frequency distribution willbe used to summarize the results of
the survey.
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DESCRIPTIVE STATISTICS
• To determine any emerging trends, a grouped frequency distribution willbe prepared for each of the 10 schools involved in the study.
• Participants’ scale scores will be placed in rank order from high to low.Visual representation of the data will be graphed in a frequency polygonin which the shape of the distribution of scores demonstrates theskewness of the data.
• Descriptive data will be useful in reporting whether respondents rate their
schools on the higher end (effective) or the lower end (in need of improvement).• Measures of central tendency will also be tabulated to summarize the data
presented in the frequency distribution. The arithmetic mean will becalculated by adding up each of the respondent’s scores and dividing bythe number of scores (n=220).
• For each school, the mean of all respondents’ scores will be calculated
in order to determine the overall level of effectiveness of each school(highly effective, efficient, emergent, needs improvement).• In addition, the mean of the scores from all 10 campuses will be
calculated to ascertain the average level of effectiveness for Title Itutoring programs.
8/14/2019 Eunetra Ellison Simpson, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Research Question
#4
Hypothesis Independent Variable Independent Variable Statistical
Measurement
Is there adifference in the
ratings of administrators
and teachers onthe
Characteristics of Effective
Tutoring Scale?
There is nodifference in the
ratings of administratorsand teachers in
their overall
scores on theCharacteristics of
EffectiveTutoring Scale.
Administrators’scores on the
Characteristics of Effective
Tutoring Scale
Teachers’ scoreson the
Characteristics of Effective
Tutoring Scale
T-test of Independent
Means
8/14/2019 Eunetra Ellison Simpson, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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INFERENTIAL STATISTICS
• The second hypothesis, H2, involves inferential research.Statistical procedures used in the data analysis of the research willenable one to draw conclusions regarding the impact of freetutoring.
• A t-test of independent means will be applied to determinewhether there is a significant difference in the responses of
administrators and staff member on the Characteristics of Effective Tutoring Scale.• Rating scale scores of administrators and faculty members will be
listed into two separate columns for analysis in SPSS.• Using SPSS 15.0, a t-test will be calculated for the two sets of
scores.
• To determine the statistical significance, the null hypothesis willbe restated.
• An independent-means t-test will be applied at the standard alphalevel of .05.
8/14/2019 Eunetra Ellison Simpson, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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In Conclusion…
• Research has provided little evidence to guide policymakers and educators on the benefits of supplementaleducational services, particularly in improving theeducation of low-income and some minority students(Sunderman, 2006).
• The study will fulfill the gap in the research to date byinvestigating whether administrators and teachers ratethe tutoring programs implemented on their campusesas effective or in need of improvement.
• Whether the level of effectiveness of tutoring programsis related to student achievement will also beinvestigated.
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