This research study investigated the effects of Supplemental Educational Services (SES) on student outcomes. A secondary focus evaluated the strengths and weaknesses of specific program services, and offers findings concerning SES provider contributions to student outcomes. Data were collected, ex post facto, from two district SES providers. Learning gains on academic assessments for reading and mathematics, pre-test and post-test scores for mathematics, survey responses, and observations produced from 2004-2007 were used in this investigation. The evaluation consisted of eight samples which were representative of SES students in Ohio. SES were offered, in-house, by school districts functioning as providers.
This study yielded relevant and applicable findings regarding student participation in SES, student achievement, and provider practices. A meta-analysis was conducted to investigate the relationship between student achievement gains in reading and participation in SES. Six studies were used in the meta-analysis with a total of 395 participants. The combined weighted effect size was r = 0.48, which Cohen (1992) considers to be a medium effect. A meta-analysis was conducted to investigate the student achievement gains in math. Two studies were used in the meta-analysis, with a total of 136 participants. The combined weighted effect size was r = 0.04, which Cohen (1992) considers to be a statistically insignificant.
The meta-analysis provided evidence that SES has the potential to affect student learning outcomes in reading when implemented according to the provider standards outlined by ODE. The effect size indicated that participation in SES may produce a medium effect on learning outcomes, especially in the content area of reading. Learning gains were compared to parent survey responses and indicated that communication was a main element in increased student achievement. This finding was replicated in the qualitative analysis of administrative, teacher, and parent surveys. Classroom observations supported the premise for tutoring to increase student achievement by students having more one-on-one access with teachers. This study demonstrated that the effects are tied to provider practices and implementation. Communication was found to be critical to success.