• Corpus ID: 167368063

The Implementation and Effectiveness of Supplemental Educational Services

@inproceedings{Heinrich2011TheIA,
  title={The Implementation and Effectiveness of Supplemental Educational Services},
  author={Carolyn J. Heinrich},
  year={2011}
}
Marketing, Information, and Parental Choice: A Comparative Case Study of Third-Party, Federally Funded Out-of-School-Time Services
Information and promotional marketing play central but complex roles in market-based educational programs. This in-depth qualitative study examines these complexities using the case of Supplemental
Effects of the Afterschool Program on Student Achievement of Students with Disabilities in a Rural Georgia Middle School
The purpose of this quantitative nonexperimental causal comparative research study is to determine if there is a statistically significant difference in reading and math achievement as measured by

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Hidden markets: the new education privatization
Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our
Multisite Evaluation of Supplemental Educational Services Observation Instrument
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Multisite Evaluation of Supplemental Educational Services Observation Instrument.
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Supplemental Education Services Under No Child Left Behind
Schools that have not made adequate yearly progress in increasing student academic achievement are required, under No Child Left Behind (NCLB), to offer children in low-income families the
Supplemental Educational Services and Student Test Score Gains: Evidence from a Large, Urban School District
This study examines the effect of supplemental education services (SES) on student test score gains and whether particular subgroups of students benefit more from NCLB tutoring services. Our sample
Empirical Benchmarks for Interpreting Effect Sizes in Research
There is no universal guideline or rule of thumb for judging the practical importance or substantive significance of a standardized effect size estimate for an intervention. Instead, one must develop
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