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Making Failure PayFor-Profit Tutoring, High-Stakes Testing, and Public Schools$
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Jill P. Koyama

Print publication date: 2010

Print ISBN-13: 9780226451732

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226451756.001.0001

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Supplementing Failure: Providing Supplemental Educational Services

Supplementing Failure: Providing Supplemental Educational Services

(p.49) 3 Supplementing Failure: Providing Supplemental Educational Services
Making Failure Pay

Jill P. Koyama

University of Chicago Press

This chapter discusses the enabling features of the No Child Left Behind (NCLB) policy by examining the supplemental educational service (SES) providers, the temporary associations they make with schools, the actions these linkages seem to facilitate, and their connections to school failure. It presents ways in which SES is not exactly regulated, not exactly proven, and not exactly funded to show how some actions—which appear not exactly aimed at reducing school failure—are more common than expected. Afterschool programs represent a rich and diverse network of providers that state education agencies can tap as they seek to provide parents with maximum choice among providers. Afterschool programs have a long history of providing tutoring and enrichment programs in the schools and communities targeted by supplemental services. NCLB requires failing schools to partner with SES providers to improve students' academic achievement. These schools, in need of improvement according to NCLB, are deemed incapable of improving through their own efforts.

Keywords:   afterschool programs, supplemental educational service, academic achievement, education agencies, school failure

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