Matching Items (2)
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- All Subjects: tutoring
- Genre: Academic theses
- Creators: Begay-Lynch, Loretta
- Creators: Hisrich, Katy Elizabeth
Description
Meeting state and federal standards is a consistent challenge for schools and their students. Although states were mandated under the No Child Left Behind Act to provide Supplemental Educational Services, such as tutoring, to underperforming schools, the current education policy under the Obama administration does not specifically address the issue of tutoring. Rather, the Recovery Act implemented in 2009, asks states to reform and improve their education systems and schools to increase success and achievement for all students. One method for increasing student achievement and decreasing the gap between groups--thereby meeting the standards mandated by local, state, and federal governments--is tutoring. Obtaining information about and seeking views on tutoring is crucial before it can be applied to school reform. The present study utilized an online poll about tutoring to obtain students' views and to examine meaningful outcomes with regard to demographic variables. Results indicated that the polls' response items had more significant relationships with the variables of age, grade, and school than with those of gender and ethnicity. The response rate for items exhibited the most differences within ethnic groups and age, grade, and school. Each question provided insights to help inform school decision-making and improvement plans; for example, students in younger grades needed more support in spelling and math, whereas adolescents in upper grades reported more difficulty with science and math. Using the results of the present study, schools and districts can tailor and implement changes accordingly; for example, they can develop the best method for a particular demographic group to relay information about tutoring. In this way, strategies can be created and applied for individualized subgroups, thereby maximizing success for all students. The insights gained about tutoring from the ones who have the most at stake--the students--will provide the basis for designing and implementing effective tutoring programs in the schools. Electronic polls are an effective method for gathering student perceptions, providing the foundation for successful school reform and student success, in addition to building a learning community for all stakeholders.
ContributorsHisrich, Katy Elizabeth (Author) / Strom, Robert (Thesis advisor) / Strom, Paris (Committee member) / Stamm, Jill (Committee member) / Arizona State University (Publisher)
Created2010
Description
ABSTRACT
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.
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.
ContributorsBecenti-Begay, Mamie (Author) / Appleton, Nicholas (Thesis advisor) / Spencer, Dee A. (Committee member) / Begay-Lynch, Loretta (Committee member) / Arizona State University (Publisher)
Created2015