Participating in SES (averaging about 21 hours) shows no statistically significant impact on reading or math achievement for students near the cutoff¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The treatment-on-the-treated estimate of participating in SES is -0.10 SD for reading and 0.11 SD for math, neither statistically significant. → Deke 2012
Evidence¶
Deke 2012¶
Deke, John, Lisa Dragoset, Karen Bogen, and Brian Gill (2012). Impacts of Title I Supplemental Educational Services on Student Achievement (NCEE 2012-4053). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee
q3 · i? · causal · r2
Fuzzy RD treatment-on-the-treated analysis accounting for the 14 percent of students offered SES who did not participate. Participation averaged 21 hours; estimates were "-0.10 standard deviations for reading and 0.11 standard deviations for math," with no statistically significant impacts.
"The estimated impact of participating (which involved an average of 21 hours of services) is -0.10 standard deviations for reading and 0.11 standard deviations for math (again estimated for students in grades 3 -8 near the cutoff for an offer, in these oversubscribed districts)."
Discussion¶
Related Claims¶
- Offering SES to eligible applicants near the cutoff in oversubscribed districts has no statistically significant impact on reading or math achievement — possibly the same claim (merge candidate)
- Intensity of SES services and other provider characteristics are not significantly related to estimated impacts — related
- The RD evaluation was powered to detect overall SES impacts of 0.12 standard deviations or larger — related
- Participants in supplemental educational services experienced significant gains in achievement — reports the opposite
- Among students receiving at least 24 hours of Air Tutors tutoring, no statistically significant long-term effect on statewide math assessments was detected — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ses-participation-no-significant-impact-tot |
title |
Participating in SES (averaging about 21 hours) shows no statistically significant impact on reading or math achievement for students near the cutoff |
description |
Participating in SES (averaging about 21 hours) shows no statistically significant impact on reading or math achievement for students near the cutoff |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — deke-2012 |
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