Abstract
Purpose. The purpose of this study was to determine whether or not there was a significant difference between selected third-, fourth-, and fifth-grade Title I students enrolled in San Bernardino County Program Improvement Year 2 schools who participated in Supplemental Educational Services (SES) as opposed to those students who did not, relative to achievement of California Standards test in language arts and math. Methodology. This was a causal comparative and descriptive study. Data were collected from nine schools from two school districts located in San Bernardino County. Purposive sampling was used to select schools because of the need for Program Improvement Year 2 schools that offered third-, fourth-, and fifth-grade students Supplemental Educational Services through a state-approved provider. The sample population and comparison group each consisted of 565 students. The researcher compiled data from results of the 2003/2004 and 2004/2005 California Standards Tests (CST) in language arts and math. The data were analyzed using scientific research methods to determine whether or not there was a significant difference between the two groups. Findings. Despite slight academic gains in all grade levels, except third-grade language arts and fifth-grade math, the data demonstrated that the students who participated in SES during the 2004/2005 school year had reported changes that were lower than those students who did not participate. Conclusions. Prior to this study, there was no research conducted on Supplemental Educational Services (SES). Based on the findings, SES programs were not effective in decreasing the achievement gap. Accountability over SES programs was either limited or nonexistent. Further, it is unknown what the quality of the programs and tutors. For SES programs to provide an opportunity for students to be successful providers, they need to place a greater emphasis on student achievement, tightening of curriculum to fit the state academic standards, consistent use of assessment to identify weaknesses in instruction, and hiring experienced tutors. Recommendations. Supplemental Educational Services could be an ideal solution to help schools become successful. However, school districts need to be vigilant in monitoring providers with accountability controls on curriculum, assessment, and monitoring student participation. Each program needs to be structured and provide a venue for schools and teachers to be liaisons, and have open communication and shared academic focus to meet the individual needs of students. Further, it is important that SES providers be offered support through necessary training in delivering a quality program.