ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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When you have more students who are eligible for tutoring than those who are successfully meeting the academic requirements, then there is a problem. This study examined the impact that NCLB's federal mandates of providing Supplemental Educational tutoring services had on New Mexico’s Standards Based Assessment results for eligible elementary students in one district who participated in tutoring for three school years from 2008 to 2011. The quantitative study examined the archived Standards Based Assessment data for each tutored participant leading to the total average means scaled scores per year for four elementary schools in comparison to non-tutored students within the same schools. Research Question 1 asked if Supplemental Educational Services tutoring increased Standards Based Assessment scores. To generalize the results and state whether there was an increase in SBA test scores due to participation in the SES tutoring was not valid. Research Question 2 asked if the number of years tutored increased Standard Based Assessment scores. There were only three students who were tutored for two years consecutively. Research Question 3 asked if one group of providers were more effective than others. One provider was used from 44% to 88% of the time; however, there were no clear findings as to which SES provider was more effective as to SBA gains. Research Question 4 asked as to what services offered from SES providers was the parent choice for tutoring. The researcher found descriptions from the other SES providers to be similar to Club Z! Interviews were not part of the study and contacts made with the providers were not successful, pre- and posttest results of participating students were not available. The recommendation primarily was build internal monitoring and evaluation, collaborations with tutors, and continued study in area of tutoring.