Supplemental educational services (SES) are a core component of the No Child Left Behind Act of 2001 (NCLB) that provide free academic assistance in reading, language arts and mathematics for eligible students. Supplemental educational services include tutoring and other educational interventions that align with the state's academic content standards provided outside of the regular school day. Despite four years of supplemental services educational and millions of dollars spent, little is known about the effects of SES on student achievement. This study hypothesized that after the sixth month of SES tutoring, students in the experimental group would achieve higher scores on the language arts and mathematics posttests in comparison to the students in the control group, those students who did not receive SES. The participants for this research were fourth and fifth grade students drawn from an after-school program located in a small urban district in southern New Jersey. The sample size included 42 students. Results indicated that the experimental group raised their posttest scores from initial pretest scores. The experimental group displayed a twenty point mean score increase compared to the control group in both the language arts and mathematics posttests.
","abstract_html":"<p>Supplemental educational services (SES) are a core component of the No Child Left Behind Act of 2001 (NCLB) that provide free academic assistance in reading, language arts and mathematics for eligible students. Supplemental educational services include tutoring and other educational interventions that align with the state's academic content standards provided outside of the regular school day. Despite four years of supplemental services educational and millions of dollars spent, little is known about the effects of SES on student achievement. This study hypothesized that after the sixth month of SES tutoring, students in the experimental group would achieve higher scores on the language arts and mathematics posttests in comparison to the students in the control group, those students who did not receive SES. The participants for this research were fourth and fifth grade students drawn from an after-school program located in a small urban district in southern New Jersey. The sample size included 42 students. Results indicated that the experimental group raised their posttest scores from initial pretest scores. The experimental group displayed a twenty point mean score increase compared to the control group in both the language arts and mathematics posttests.</p>","abstract_has_math":false,"creators":["Miller, Regina F."],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Dihoff, Roberta","Klanderman, John"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-05-06T07:00:00Z","date_published":"2009-05-06T07:00:00Z","updated_at":"2026-07-24T04:13:27Z","subjects":["Academic achievement--New Jersey; Educational law and legislation--New Jersey","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/648","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta","Klanderman, John"]},{"key":"dc:creator","label":"Author","values":["Miller, Regina F."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic achievement--New Jersey; Educational law and legislation--New Jersey","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/648"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Supplemental educational services (SES) are a core component of the No Child Left Behind Act of 2001 (NCLB) that provide free academic assistance in reading, language arts and mathematics for eligible students. Supplemental educational services include tutoring and other educational interventions that align with the state's academic content standards provided outside of the regular school day. Despite four years of supplemental services educational and millions of dollars spent, little is known about the effects of SES on student achievement. This study hypothesized that after the sixth month of SES tutoring, students in the experimental group would achieve higher scores on the language arts and mathematics posttests in comparison to the students in the control group, those students who did not receive SES. The participants for this research were fourth and fifth grade students drawn from an after-school program located in a small urban district in southern New Jersey. The sample size included 42 students. Results indicated that the experimental group raised their posttest scores from initial pretest scores. The experimental group displayed a twenty point mean score increase compared to the control group in both the language arts and mathematics posttests.
"]},{"key":"dc:title","label":"Title","values":["The effects of supplemental educational services on student achievement"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta","Klanderman, John"],"dc:creator":["Miller, Regina F."],"dc:date.available":["2016-03-18T07:00:00Z"],"dc:description.abstract":["Supplemental educational services (SES) are a core component of the No Child Left Behind Act of 2001 (NCLB) that provide free academic assistance in reading, language arts and mathematics for eligible students. Supplemental educational services include tutoring and other educational interventions that align with the state's academic content standards provided outside of the regular school day. Despite four years of supplemental services educational and millions of dollars spent, little is known about the effects of SES on student achievement. This study hypothesized that after the sixth month of SES tutoring, students in the experimental group would achieve higher scores on the language arts and mathematics posttests in comparison to the students in the control group, those students who did not receive SES. The participants for this research were fourth and fifth grade students drawn from an after-school program located in a small urban district in southern New Jersey. The sample size included 42 students. Results indicated that the experimental group raised their posttest scores from initial pretest scores. The experimental group displayed a twenty point mean score increase compared to the control group in both the language arts and mathematics posttests.
"],"dc:identifier":["https://rdw.rowan.edu/etd/648"],"dc:subject":["Academic achievement--New Jersey; Educational law and legislation--New Jersey","Educational Psychology"],"dc:title":["The effects of supplemental educational services on student achievement"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:13:27Z"}