Improving the implementation and effectiveness of out-of school-time tutoring. one Pager Poster presentation by zulfiqar Improving the implementation and effectiveness of out-of school-time tutoring.

1. Improving the implementation and effectiveness of out-of school-time tutoring.
Authors
Heinrich, C.J., Burch, P., Good, A., Acosta, R., Cheng, H., Dillender, M., Kirshbaum, C., Nisar, H., and Stewart, M. (2014).
Journal of Policy Analysis and Management, 33(2), 471-494.
INTRODUCTION
The school districts are spending millions on tutoring outside regular
school day hours for economically and academically disadvantaged
students in need of extra academic assistance. Under No Child Left
Behind (NCLB), parents of children in persistently low performing
schools were allowed to choose their child’s tutoring provider, and
together with school districts, they were also primarily responsible for
holding providers in the private market accountable for performance.
The study was able to link provider attributes and policy and program
administration variables to tutoring program effectiveness.
OB ECTIVES
The impact of out-of-school time (OST) tutoring on student
reading and mathematics achievement during the
implementation of No Child Left Behind (NCLB).
Method
Quasi-experimental design as the mixed-
method longitudinal study examined.
RESEARCH TOOLS
Different tools were applied in
research for example
Questionnaire, Interviews,
Observations and focus
groups discussion
Sample
Over 200 tutoring providers
were sample of the study.
RESULTS
Study ravels that many students are notgetting enoughhoursof high-quality, differentiated
instruction to producesignificant gains in their learning, in part because of high hourly rates
charged byproviders for tutoring.
The strategies and policy levers that school districts can use to improve OST tutoring policy
design and launch improved programs as waivers from NCLBare granted.
Zulfiqar Ali Behan
PH.D Fellow K. U