¶ … School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?" Rothman & Henderson (2011) examine the impact of in-district, after-school tutoring programs on eighth grade students' standardized test scores in math and English (language arts). The results of the experimental research show that the tutoring program did have a statistically significant effect on improving test scores, versus the control group. The results pertain directly to a number of areas in educational policy, such as eligibility for funding under the No Child Left Behind Act. The Act mandates school compliancy, with the ultimate goal that "all students pass state proficiency exams in reading and math by the 2013-2014 academic year," (Rothman & Henderson, 2011, p. 1). Underperforming schools that receive Title 1 funds that are diverted towards achieving academic goals "are required to offer parents an opportunity for children to receive supplemental education services" such as tutoring (Rothman & Henderson, 2011, p. 1). The authors note that less than a quarter of all eligible students are actually enrolled in the tutoring programs that are available to them (Rothman & Henderson, 2011). Yet tutoring "has a long documented history as a reliable method to improve student achievement," and may be "the most powerful form of instruction for increasing underachieving students' reading achievement," (Rothman & Henderson, 2011, p. 2). This study was conducted in part...
3). The district residents have a predominantly low socioeconomic status, a relatively large percentage of at-risk students, and "evidence of substantive failure of thorough and efficient education," (Rothman & Henderson, 2011, p. 3). Only eighth grade students were selected for the current research; the authors do not mention why they selected only middle school students. However, the target population were all classified as "borderline" in need of assistance or tutoring based on prior test scores (Rothman & Henderson, 2011, p. 4). The authors clarify their decision to select only classified borderline students: because they have the greatest potential for noticeable improvements -- more so than students who scored lower and who might have intervening issues such as learning disabilities.
OCR recognizes that colleges and universities are under a lot of legal and political pressure to stop using racial and ethnic factors in admission," Clegg commented. "[In response,] the agency wants to intimidate colleges and universities to continue using these preferences." (Black Issues in Higher Education, 1999) The National Association of Scholars, while raising doubts about the reasoning behind the OCR document titled "Nondiscrimination in High-Stakes Testing," pointed to what it
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
Figure 1. Pre-Test Reading Scores A second independent samples t-test was run to determine whether there were significant differences between the two groups on the post-test FCAT 2.0 reading scores. The results indicate that there was a significant difference between the two groups, such that the students in the intervention group had higher post-test scores than the students in the control group (t58 = -4.677, p < .001.). The group difference
Professional Student Athletes The Raw Numbers Eligibility Advantages of Sport Research Questions or Research Hypotheses Selection of Subjects Assumptions or Limitations Data Processing and Analysis SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Questions related to academic priority Questions related to role models Questions related to advantages Implications for Practice Questions related to support and pressure Implications for Practice Implications for Research and Resultant Recommendations High school sports are for some students a fond memory, for other students the golden ticket to the land of opportunity. For most students, it
There are many of these individuals, and it is time that this is changed. Parents often look away from these kinds of problems, or they spend their time in denial of the issue because they feel that their child will not be harmed by parental involvement with drugs or alcohol. Some parents have parents that were/are addicts themselves, and some are so busy with their lives that they do not
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