Supplemental educational services are designed to contribute tremendous support to local school districts and communities through state-approved provider programs. The state, however, prior to approving supplemental educational services provider programs, must utilize all available resources to assist in the process of screening and approving provider programs to ensure the programs are of superior quality. Additionally, the need to scrutinize provider applicants carefully is of great significance due to some providers’ persistent history of inferior and ineffective performance. While the positive support and presence these community organizations give to school districts is undisputable, the quality of this support has become open to discussion. The absence of current research-based practices from provider programs coupled with insufficient documentation of effectiveness has become apparent, and is growing progressively controversial. This study used action research methodology to explore programmatic practices of one supplemental educational service provider program for the purpose of assessing its traits and aligning the existing traits with those identified to enhance provider effectiveness; as revealed by prior research. Qualitative procedures were utilized to gather data. Site observations provided a first-hand account of provider program practices. The study identifies characteristics for effectiveness within one provider program requisite for the enhancement of student achievement. Whereas the targeted provider program shows evidence of operational consistency within its various sites, incorporation of the most recent research-based practices for effectiveness is not evident.
|Advisor:||Barron, Jamie, Francis, Bruce|
|Commitee:||Delicath, Timothy, Lang, Lucille|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 74/02(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Education Policy|
|Keywords:||Supplemental educational services|
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