Gathering Evidence on an After-School Supplemental Instruction Program: Design Challenges and Early Findings in Light of NCLB

Creator

Madhabi Chatterji
Young Ae Kwon
Clarice Sng

Files

Publisher

Arizona State University, University of South Florida

Publication Date

May 2006

Abstract

The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the "gold standard" for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of federally-recommended RCT versus the demonstrated extended term mixed-method (ETMM) designs as options for monitoring effects of novel programs in real-time field settings. Guided by the program's theory of action, a year-long, two-phase study was conducted to monitor the context, processes and early outcomes of an after-school supplemental program in a New York elementary school.

Keywords

United States. No Child Left Behind Act of 2001

Extent

47

Geographic Location

New York

Volume

14

Issue

12

Language

English; Spanish

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Chatterji, M., Kwon, Y.A., & Sng, C. (2006). Gathering evidence on an after-school supplemental instruction program: Design challenges and early findings in light of NCLB. Education Policy Analysis Archives, 14(12). Retrieved [date] from http://epaa.asu.edu/epaa/v14n12/.

Identifier

E11-00485

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Chatterji, Madhabi; Kwon, Young Ae; and Sng, Clarice, "Gathering Evidence on an After-School Supplemental Instruction Program: Design Challenges and Early Findings in Light of NCLB" (2006). Education Policy Analysis Archives (EPAA). 199.
https://digitalcommons.usf.edu/usf_EPAA/199