Patricia Burch co-authored a policy brief about Supplemental Educational Services (SES) and students with disabilities and English Language Learners. The brief is part of the IES-funded study of these federally mandated tutoring services in five low-performing school districts, their implementation and impact.
The new policy brief finds that neither tutoring providers nor school districts have sufficient avenues for accurate and timely identification of students with special needs in SES; there is insufficient collaboration to ensure students with special needs are adequately served; and current regulations to not ensure tutors have the training and qualifications to serve students with special needs.
The brief also offers several policy recommendations that should be considered with the reauthorization of No Child Left Behind (NCLB). Read the full report (attached)
More about the research: http://sesiq2.wceruw.org/index.html