Are Memphis Schools Getting What They Pay For
Below is a MRR and PLR article in category Reference Education -> subcategory Weather.
Are Memphis Schools Getting What They Pay For?
Introduction
The No Child Left Behind Act of 2001 aimed to enhance educational opportunities nationwide, introducing programs such as free pre-kindergarten and additional in-school tutoring to boost test scores. In Memphis, these initiatives also extended to extra-curricular tutoring for low-income students. However, despite these efforts, a comprehensive study by the University of Memphis raises concerns about their effectiveness.
Study Findings
The Center for Research in Educational Policy conducted an in-depth evaluation of Memphis Schools and the statewide impact of these educational services. This review focused on programs like free academic assistance, including before and after school tutoring and Title I initiatives. Supplemental educational services are mandated for Title I schools that fall short of set benchmarks for three consecutive years, requiring these schools to provide additional support.
In Memphis, a diverse group of 14 providers, including companies, community programs, local colleges, national organizations, and church-based groups, delivered tutoring services to 988 students in math and 512 in reading and language arts. Despite some providers charging up to $1,400 per student, the study found no significant improvement in student scores on benchmark tests. Students who received tutoring performed no better than those who did not.
Testing and Outcomes
Student performance was assessed using the Tennessee Comprehensive Assessment Program and Gateway testing scores. The findings indicated no notable progress in math and reading for students who received tutoring in Memphis Schools. Alarmingly, two providers had below-standard outcomes during the 2005-2006 school year, while data was insufficient to determine the effectiveness of other providers.
Accountability and Recommendations
A major challenge is tracking which students utilized the offered services. Memphis Schools need a strategy to resolve this issue. It's crucial for private tutoring agencies to demonstrate accountability, or they risk losing their contracts. A suggestion was made for teachers to oversee tutoring facilitated by non-profit groups to ensure better accountability. Memphis educators might be more effective in this role.
Conclusion
Memphis Schools face a critical decision: continue funding methods that show little success, reform these strategies, or explore new approaches. The urgency lies in ensuring that the investments made genuinely benefit the students they are meant to support, achieving the educational improvements initially promised.
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