The Promise Fellow Program is an intervention designed to prevent dropout amongst students in grades 6-12 in Minnesota that show early warning signs of school disengagement. The program is led by interventionists known as Promise Fellows and provides three research-based supports that align with the National Dropout Prevention Center's "Basic…

In this paper, we explore how tutoring could become a permanent feature of the U.S. public education system. We outline a blueprint for taking tutoring to scale nationally and estimate its costs, while highlighting a range of design and implementation challenges. Our blueprint is centered on ten core principles and a federal architecture to…

Decisions about whether and where to go to college can make a difference in students' later success. However, many students from low-income families--"undermatch"--they do not enroll at all or do not enroll in the most selective college they likely could attend. This study investigated whether promising advising strategies, bundled…

This appendix is a companion to the "Study of Enhanced College Advising in Upward Bound: Impacts on Where and How Long Students Attend College" (ED615732) report. The appendix provides additional information about the "Find the Fit" enhanced advising strategies and the study that assessed its effectiveness when implemented…

Launched in 1965, Upward Bound (UB) is one of the oldest and largest of the federal college access programs targeted to low-income students and those who would represent the first-generation of college completers in their families. Currently, UB serves more than 60,000 high school students at a cost of about $4,300 per youth and offers an array of…

Background/Context: Under supplemental educational services ("supplemental services"), a parental choice provision of the No Child Left Behind Act (NCLB), schools that have not made adequate yearly progress in increasing student achievement are required to offer low-income families free, afterschool tutoring. Existing research shows low…

This report examines state and school district implementation of the Education for Homeless Children and Youth (EHCY) program, based on surveys of state EHCY coordinators and district homeless liaisons and analysis of extant data. The study included state and school district surveys to examine program implementation during the 2010-11 school year;…

The 2001 renewal of the United States' Title I program instituted the Supplemental Educational Services (SES) program, through which students attending schools that fail to make adequate yearly progress (AYP) for 3 consecutive years are offered tutoring in core subjects. Although some SES evaluations have measured provider effects on student…

Two schools in Idaho received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement improvement efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) Jefferson Middle School; and (2) Lakeside Elementary School. The experiences of this non-recipient school is…

School districts required under No Child Left Behind (NCLB) to provide supplemental educational services (SES) to students in schools that are not making adequate yearly progress rely heavily on the private sector to offer choice in services. If the market does not drive out ineffective providers, students may not gain through SES participation.…

On February 9, 2012, U.S. Secretary of Education Arne Duncan granted 10 states waivers of key accountability requirements of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind (NCLB) Act. One year later, applications for this ESEA flexibility, also known as NCLB waivers, had been approved for an additional 24…

State and local educators encountered both opportunities and obstacles in their first year of implementing the School Improvement Grants (SIGs) funded by the American Recovery and Reinvestment Act (ARRA). In 2009, the ARRA, better known as the economic stimulus package, provided $3 billion for SIGs to help reform persistently low-achieving…

The present quantitative study evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in reading and mathematics. SES provides free tutoring outside of school to disadvantaged students who attend Title I schools in their third year of failing to achieve…

The 2001 renewal of the United States' Title I program, which provides federal funds to schools with large populations of low-income students, instituted the Supplemental Educational Services (SES) program in which schools in their third year of failing to make Adequate Yearly Progress (AYP) are required to offer after-school tutoring in core…

Under No Child Left Behind (NCLB), schools that do not make adequate yearly progress must offer afterschool tutoring, entitled "Supplemental Educational Services" (SES). Drawing on 40 months of ethnographic research and utilizing actor-network theory, this article shows principals co-opting the SES provisions to do what they determine is…