Tutoring Solutions for No Child Left Behind: Research, Practice, and Policy Implications

The No Child Left Behind Act (NCLB) is structured to encourage partnerships between K-12 schools and a wide variety of community tutoring and educational service organizations. Tutoring is a form of education with a long history and can be an important component in improving student achievement. The...

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Bibliographic Details
Published in:NASSP bulletin 2004-03, Vol.88 (638), p.59-68
Main Authors: Gordon, Edward E., Morgan, Ronald R., Ponticell, Judith A., O'Malley, Charles J.
Format: Article
Language:English
Subjects:
Academic Achievement
Adult Basic Education
Adult Students
Community Services
Educational Policy
Educational Research
Educational Strategies
Elementary School Students
Elementary Secondary Education
Extracurricular activities
Federal Legislation
Learning Processes
Mentoring programs
No Child Left Behind Act 2001
No Child Left Behind Act 2001-US
Schools
Secondary school students
Secondary school teachers
Tutoring
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Summary:The No Child Left Behind Act (NCLB) is structured to encourage partnerships between K-12 schools and a wide variety of community tutoring and educational service organizations. Tutoring is a form of education with a long history and can be an important component in improving student achievement. There is a considerable body of literature on tutoring, but much of it is mainly descriptive in nature. Some important researched-based studies are analyzed here, but clearly many more studies of this type are needed for tutoring to make a substantial contribution to NCLB.
ISSN:0192-6365
1930-1405
DOI:10.1177/019263650408863805