Intensity of SES services and other provider characteristics are not significantly related to estimated impacts¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Average hours of services received were not significantly related to the size of estimated impacts on math or reading achievement. → Deke 2012 q3 i? No other observed provider characteristic was significantly associated with stronger impacts. → Deke 2012 (2)

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

Exploratory correlational analysis linking provider-reported service intensity to district- and provider-level impact estimates. Average hours in math-focused services ranged from 0 to 27 and reading from 0 to 43 across providers, yet "the intensity of services is not significantly related to the estimated size of impacts."

"However, the intensity of services is not significantly related to the estimated size of impacts on ma th or reading achievement ( for these eligible students near the cutoff for having been offered SES)."

Deke 2012 (2)¶

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

Exploratory analyses of provider characteristics (organization type, staff, group size, assessments) against impact estimates; the authors report none of the relationships "were stronger than what we would expect to see by random chance alone."

"We also found no evidence that any other observed provider characteristics were significantly associated with stronger impacts."

Discussion¶

Related Claims¶

• Offering SES to eligible applicants near the cutoff in oversubscribed districts has no statistically significant impact on reading or math achievement — related
• Participating in SES (averaging about 21 hours) shows no statistically significant impact on reading or math achievement for students near the cutoff — 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 — related
• Receiving an intensive, one-on-one service may matter more than receiving services across multiple pillars — related
• Enhanced math instruction adapted to after-school settings produced modest but statistically significant math gains after one year, while enhanced reading instruction showed no differences — related
• Catapult Learning Wraparound SES significantly improves middle school math achievement (ES +0.21) — related
• EI service intensity was low in the safety-net cohort, with a median of 2.7 hours per month across all services — related