Case Studies of Supplemental Services

Under the No Child Left Behind Act:

Findings From 2003-04

U.S. DEPARTMENT OF EDUCATION
Case Studies of Supplemental Services 

Under the No Child Left Behind Act: 

Findings From 2003-04 

Leslie M. Anderson 

Katrina G. Laguarda 

Policy Studies Associates, Inc. 

Washington, D.C. 

Under Subcontract to SRI International 

U.S. Department of Education 

Office of Planning, Evaluation and Policy Development 

2005 
This report was prepared for the U.S. Department of Education under Contract Number ED01CO0091 with SRI 

International. The project monitors were Kirsten Duncan and Collette Roney. The views expressed herein do not 

necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. 

Department of Education is intended or should be inferred. 

U.S. Department of Education 

Margaret Spellings 

Secretary 

Office of Planning, Evaluation and Policy Development 

Tom Luce 

Assistant Secretary 

Policy and Program Studies Service 

Alan Ginsburg 

Director 

Program and Analytic Studies 

David Goodwin 

Director 

September 2005 

This report is in the public domain, except for the photograph on the front cover, which is used with permission and 

copyright, 2005, Getty Images. Authorization to reproduce this report in whole or in part is granted. While 

permission to reprint this publication is not necessary, the suggested citation is: U.S. Department of Education, 

Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, Case Studies of 

Supplemental Services Under the No Child Left Behind Act: Findings From 2003-04. Washington, D.C., 2005. 

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Contents 

Page 

List of Exhibits............................................................................................................................... iv 

Executive Summary........................................................................................................................ v 

Introduction..................................................................................................................................... 1 

Implementation of Supplemental Services in Year One (2002-03).................................... 2 

Data Collection in 2003-04................................................................................................. 3 

 Supplemental Services: A View from the Ground .............................................................4 

States’ Efforts to Implement Supplemental Services.......................................................................7 

Approving Supplemental Service Providers........................................................................7 

 Monitoring Providers.........................................................................................................12 

 

Districts’ Role in Implementing Supplemental Services...............................................................15 

District Efforts to Reach Parents........................................................................................15 

Targeting Students for Services.........................................................................................20 

District Relationships with Supplemental Service Providers ............................................20 

The Role of Identified Schools in Implementing Supplemental Services.........................27 

District Funding for the Supplemental Services................................................................31 

Student Participation in Supplemental Services................................................................35 

Supplemental Service Providers and Services...............................................................................39 

Number and Types of Providers Operating in Sampled Districts......................................39 

Organizing and Delivering Services..................................................................................42 

 Student Attendance ............................................................................................................45 

Provider Curricula and Instructional Approaches..............................................................46 

 Provider Staff.....................................................................................................................49 

Communicating with Parents and Teachers on Student Progress......................................50 

 

Parents’ Role in Supplemental Services........................................................................................53 

 Context for Choosing Supplemental Services...................................................................53 

Parents’ Criteria for Selecting Providers ...........................................................................54 

Parent Satisfaction with Provider Services........................................................................58 

Conclusions....................................................................................................................................61 

 Implementation Progress ...................................................................................................61 

 Implementation Challenges ...............................................................................................62 

Appendix.....................................................................................................A-1 

iii
Exhibits 

Page 

Exhibit ES-1: Student Participation Rates in 2003-04................................................................ viii 

Exhibit 1: Change in Number of Providers, by State..............................................................10 

Exhibit 2: Types of Supplemental Service Providers, by State and 

 Nationwide, May 2004...........................................................................................11 

Exhibit 3: Characteristics of Supplemental Services in Sampled Districts in 2003-04..........16 

Exhibit 4: Changes in Number of Schools and Providers, and the Timing of Supplemental 

Services in Sampled Districts Between 2002-03 and 2003-04............................. 24 

Exhibit 5: Districts’ Capacity to Serve Eligible Students in 2003-04 ....................................33 

Exhibit 6: Changes in Supplemental Services Eligibility, Spending, and Participation 

Between 2002-03 and 2003-04, by District...........................................................37 

Exhibit 7: Number of Providers in Sampled Districts and States...........................................40 

Exhibit 8: Types of Supplemental Service Providers Operating in Case Study Districts, 

Spring 2004............................................................................................................41 

Exhibit A-1: Characteristics of All District Supplemental Service Providers, 2003-04......... A-2 

Exhibit A-2: Characteristics of Sampled Supplemental Service Providers, 2003-04............. A-6 

iv
Executive Summary 

The No Child Left Behind Act (NCLB), signed into law in January 2002, provides for 

children from low-income families enrolled in Title I schools that have not made adequate yearly 

progress (AYP) for three years or more to receive supplemental services, including tutoring, 

remediation, and other academic instruction. 

Implementing the supplemental services provisions of NCLB involves states, districts, 

schools, parents, and providers. Each state is required to develop criteria for selecting 

supplemental service providers and to publish a list of approved providers. School districts are 

responsible for notifying parents of their children’s eligibility to receive supplemental services 

and for providing parents with adequate information to select providers for their children. 

Parents may select any approved provider in the area served by the school district or within a 

reasonable distance of the school district. Supplemental service providers are required to offer 

academic services that are consistent with the state’s academic content standards and with the 

instruction provided by the school district. Providers are also required to measure students’ 

progress toward meeting their educational goals and report regularly on that progress to teachers 

and parents. 

This report presents findings from case studies conducted during the 2003-04 school 

year, the second year that the supplemental services provisions of NCLB had been in effect. It 

follows up on baseline data collected the previous school year.1

 This study conducted interviews 

in a purposive sample of six states and nine school districts, which were selected to include those 

that appeared to be relatively far along in implementing supplemental services provisions. It is 

important to note that the findings presented in this report do not provide a nationally 

representative picture of the implementation of the supplemental services provisions, both 

because the sample is very small and because the sample was purposively selected from states 

and districts that were considered to be further along than others. The purpose of the study was 

not to evaluate supplemental services but rather to gain insights from the early efforts of these 

states and districts that could assist others in improving implementation of supplemental 

services. 2

Four of the nine districts included in the original case study sample in 2002-03 were not 

providing supplemental services in 2003-04 because they no longer had schools in their second 

year or later of improvement. To compensate for these changes, four new districts in two new 

states were added to the study sample. Case study teams conducted telephone interviews with 

state administrators responsible for administering the supplemental services provisions of NCLB 

in each of six sampled states. Between January and April 2004, case study teams visited each of 

 

1

 U.S. Department of Education. Policy and Program Studies Service. Early Implementation of Supplemental 

Educational Services Under the No Child Left Behind Act: Year One Report, by Leslie Anderson and Lisa Weiner.

Author. Washington, D.C., 2004. 

2

 This report contains both stronger and weaker examples of implementation of the supplemental services 

provisions of NCLB. The examples used here should not necessarily be considered accurate interpretations or

representations of the implementation of supplemental services. Rather, these are examples of ways in which some

states and districts responded to the supplemental services requirements of the law. 

v
the nine districts in the revised sample. Respondents in each district included district staff 

involved in planning or implementing supplemental services; teachers and principals in up to 

three schools; three supplemental service providers; and groups of parents in up to three schools, 

including those who had enrolled their children for services and those who had not. Schools 

with the highest number of students receiving services in a given district were selected into the 

study sample. However, in cases where a district had middle schools and high schools required 

to offer supplemental services, those schools were always included in the study sample. 

Similarly, providers serving the largest number of students were selected into the study sample. 

However, districts that were themselves state-approved providers were always included among 

the sample of providers for a given district. 

Supplemental Services: The View from the Ground 

States, districts, schools, and providers are key actors in the implementation of

supplemental services, and this report examines the role of each of these agents in turn. The first 

question to consider, however, is what do supplemental services look like, from a student’s 

perspective? In the case study sites in 2003-04, providers typically offered tutoring services 

immediately after school, two to three times a week, in sessions lasting 1-2 hours each. 

Providers worked in school buildings whenever possible, and students usually chose to attend 

tutoring programs in the same buildings where they attended school. In most cases, providers 

hired teachers from those same schools or from the district at-large to provide services. 

The content and structure of tutoring services varied widely across the case study sites, 

depending on the provider and in some cases, on the individual tutor. Providers represented a 

range of philosophies and approaches to the teaching of reading and math. Most providers 

offered services that focused on reading, with instructional approaches that ranged from detailed 

diagnosis and scripted lessons to more general help with homework. Some providers had 

conducted alignment studies and purchased additional instructional materials to ensure that all 

state standards would be covered; others used state assessment results to develop tutoring plans 

for individual students; still others were unable to describe any strategy for aligning their 

services with state standards. 

Providers in the case study sites most often worked with students in small groups, where 

tutor-student ratios ranged from 1:5 to 1:10. With larger groups, tutors used whole-group 

instruction and individual seatwork to keep students engaged for the entire tutoring session. The 

total number of tutoring hours each student received also ranged widely, from a low of 18 in our 

case study districts to a high of 120. At the rate of two to six hours a week, students tended to 

“cycle out” of supplemental services after 10-20 weeks. As a result, some providers who began 

services early served two cohorts of students in one academic year. 

Student attendance at after-school tutoring was a challenge in each of the case study 

sites, especially at the middle and high school levels. Several supplemental service providers 

offered incentives for students to attend regularly, and others were considering the use of 

incentives. 

vi
In the nine case study sites, provider communication with parents and teachers was 

seldom very effective. Providers sent progress reports to districts as required under the terms of 

their contracts, and some providers in the study sample reported that they also sent information 

home to parents monthly or every six weeks. None of the parents or teachers interviewed for

the study, however, recalled receiving written progress reports. Many of the teachers 

interviewed did not know which of their students were receiving supplemental services. 

Three of the school districts in the case study sample were approved as supplemental 

service providers; their services resembled those offered by other providers in the case study 

sample. 

 Participation rates varied across the districts, and in most districts participation rates 

did not exceed the number of students the districts could provide services to with the maximum 

amount they were required to spend on supplemental services. In six districts, participation 

rates were between 13 and 62 percent of the students the districts could serve with the maximum 

required amount of funding. One of these districts went to great lengths to recruit parents and 

sign students up for services and reached a participation rate of only 28 percent. The other three 

districts provided supplemental services to 86 percent or more of the students they could provide 

services to with the maximum amount they were required to spend on supplemental services and 

one of these three districts went beyond its funding capacity to serve an additional 126 eligible 

students who requested services in 2003-04 (See Exhibit ES-1). 

In six of the case study districts, more students were eligible for supplemental services 

than the number the district could provide services to with the maximum required amount of 

funding. The remaining three districts could have provided supplemental services to all eligible 

students with the maximum required amount of funding. However, in only one district did 

participation rates among eligible students reach the maximum the district could support using 

the required amount of funding. 

vii
Exhibit ES-1 

Supplemental Services 

Student Participation Rates in 2003-04 

District Namea

Number

of

Eligible 

Students 

Number

of

Students

Receiving 

Services 

Percent of 

Eligible 

Students

Served 

Percent of Eligible Students

Served Based on District

Funding Capacity (i.e., setting 

aside an amount equal to 20%

of Title I Allocation) 

Brooktown School District 12,918 1,787 14% 108% 

Oakwood School District 9,781 1,097 11% 99% 

Plainfield School District 356 301 86% 86% 

Sunnydale School District 40,000 3,400 9% 62% 

Longwood Public Schools 190,000 19,000 10% 43% 

Emory Public Schools 650 153 14% 42% 

Springvale School District 1,199 336 28% 28% 

Redding School District 5,264 382 7% 22% 

Trainville School District 3,659 472 13% 13% 

States’ Efforts to Implement Supplemental Services 

In 2003-04, the six states included in the case study sample had improved, refined, or 

expedited procedures related to the implementation of supplemental services. 

• The number of supplemental service providers approved for the 2003-04 school 

year increased in all six states, in line with a nationwide increase in the number of 

approved providers. Nationwide, the number of approved providers increased from

997 in late April 2003 to 1,890 in early May 2004, an increase of 90 percent. Among 

the six states sampled for this study in 2003-04, the rate of increase was much higher 

in three, with the number of providers doubling or tripling by 2003-04 (these states 

had all approved fewer than 25 providers in 2003). Two other states in the study 

sample increased the number of approved providers by half, and a sixth state, which 

had a large number of approved providers in 2003, had an increase of 10 percent. 

• Very few providers had been removed from state lists in the six sampled states. In a 

few instances, providers had been removed for financial irregularities, or because 

they were not actually offering tutoring services. There were no examples of 

providers who had been removed from the lists because the state had determined that 

the quality of their services was not adequate. However, states are not required to 

make this determination until providers have been serving students for two years. At 

the time of this data collection, states had not yet reached that target date.

 

a

 To protect their confidentiality, pseudonyms have been used for all the states, districts, schools, and most of the 

service providers that participated in this study. 

viii
• State supplemental services coordinators reported that small districts and rural 

districts continued to be underserved, compared with urban areas. While state 

administrators of supplemental services reported that some providers were approved 

to serve all schools required to offer services in the state, they remained concerned 

about the limited supply of providers in small and rural districts. In several states, 

providers approved to operate statewide were not operating in small and rural 

districts; in one state, many of the rural areas were only serviced by online providers. 

• In 2003-04, sampled states continued to consider ways to monitor provider 

performance, and several had begun the process of contracting with external 

evaluators to assist with monitoring. In most cases, states had not yet put full-blown 

monitoring systems in place, although they had put some work into planning them. 

The law requires states to remove providers from the approved list if they fail to 

increase student achievement after two years, so states had to begin implementing 

systems for this at the end of the 2003-04 school year. Several states relied heavily on 

districts for information about the performance of supplemental service providers. 

The Districts’ Role in Implementing Supplemental Services 

District responsibilities for implementing the supplemental services provisions of NCLB 

continue to challenge some administrators, but many had developed systems and methods for 

streamlining operations and procedures to simplify their work, as well as provide supplemental 

services to families sooner. 

District Efforts to Reach Parents 

• In 2003-04, districts’ efforts to inform parents of the availability of supplemental 

services appeared organized and focused on helping parents understand the 

services districts were offering them. Most of the nine districts in the study sample 

were mailing letters home to parents that were accompanied by packets of materials 

that included descriptions of provider services, a selection form for parents to rank 

their choice of provider, and provider-generated brochures. Examples of district 

efforts to reach parents included hosting provider fairs, mailing fliers, visiting homes 

to encourage parents to sign up their children for services, placing announcements in 

local newspapers, and sponsoring television and radio ads to advertise the availability 

of a provider fair. 

• Contacting and communicating clearly with parents about the availability of 

supplemental services still presented challenges to school districts. Although 

districts generally thought that they were doing a good job informing parents of the 

availability of supplemental services, providers, teachers, and principals in one 

district said that the packets of materials districts sent to parents were too complicated 

and confusing to be helpful. 

 

ix
District Relationships with Supplemental Service Providers 

• In 2003-04, sampled districts were adept at entering into contracts with service 

providers. In 2003-04, many districts began using boilerplate contracts for providers. 

These contract templates were created—and vetted—in 2002-03 by many of the 

districts in the study sample. Accordingly, no confusion or consternation about 

creating provider contracts was evident in 2003-04. 

• Most of the nine districts in the study had begun to put in place systems for 

communicating with providers. Among districts that participated in the study in 

2002-03 and 2003-04, there was a distinct increase in the number of providers 

offering services in 2003-04 than was the case in 2002-03. To some extent, this 

created a more pressing need among these districts to develop systems to manage 

relationships and communicate with providers. In addition, however, these districts 

had learned from their experience implementing supplemental services in the 

previous year that communicating directly with providers was necessary to ensure 

that services ran smoothly. 

The Role of Identified Schools in Implementing Supplemental Services 

• In 2003-04, many districts in the study sample involved schools directly in the 

process of enrolling students in supplemental services. Principals in several districts 

said they often helped with outreach efforts by calling the parents of students they 

believed could benefit from the services. Many districts also involved schools in the 

recruitment process by providing schools with sample letters to personalize and send 

home to the families of students who were eligible for supplemental services. In 

addition, schools in several districts held parent meetings to discuss the availability of 

supplemental services and to describe the services providers were offering. 

• In 2003-04, districts in the study sample increasingly relied upon principals and 

teachers to help coordinate the implementation of supplemental services. Principals 

in some districts, for example, noted that implementation of supplemental services 

often required that they get involved in the logistics, including making sure space was 

available in their schools for providers and that parents turned in their permission 

slips for students to receive services. 

District Funding for the Supplemental Services 

• Districts varied widely in the percent of their Title I, Part A, allocation that they 

opted to set aside for choice-related transportation and supplemental services. 

Funds districts set aside in 2003-04 for supplemental services ranged from a 

minimum of 2 percent to 21 percent. In the four districts that set aside less than 20 

percent of their Title I allocation, all four administrators explained that they based 

their Title I set aside on the previous year’s demand for both choice-related 

transportation and supplemental services. This practice of setting aside Title I 

resources before gauging demand is likely to bring districts up short if the demand for 

x
services exceeds a district’s reserve of resources, and may raise compliance problems 

as districts are required to spend an amount equal to 20 percent of their Title I, Part A, 

allocation on supplemental services and Title I choice if demand is sufficient. 

• The average district per-pupil expenditure for supplemental services among the 

nine districts included in the study sample was $1,408 in 2003-04. Among the five 

districts included in both the year one and year two samples, the average per-pupil 

expenditure for supplemental services increased approximately $300 from an average 

of $967 per student in 2002-03 to an average of $1,280 per student in 2003-04. 

• Several sampled districts expressed concern about the administrative costs 

associated with implementing the supplemental services provisions of NCLB. 

District administrators explained that there continue to be tremendous costs 

associated with the mailings to parents informing them of the availability of choice 

and supplemental services, as well as costs associated with working with the 

providers. 

Supplemental Service Providers 

The supply of supplemental service providers had increased slightly among the five 

districts that participated in both years of the study; among the nine districts participating in the 

study in 2003-04, some common approaches to providing supplemental services emerged. 

• The number of providers offering services in case study districts increased slightly 

in 2003-04, but the increases were more modest than increases reported by some 

states in the sample or all states nationwide. In 2003-04, the number of 

supplemental service providers ranged from 5 to 14 in all but one of the case study 

districts; one very large urban district had 27 providers operating. The number of 

providers offering services in each of the five districts included in the study sample in 

both years of data collection increased in four of the five districts. Online and faithbased providers were relatively rare among the nine districts in the study sample. 

• In the case study sample, school districts made up a small proportion of all 

providers available to students, although they enrolled the lion’s share of students 

in two of the three districts where they were offering services. There were only three 

school district providers in the nine case study sites, although nationwide, 

intermediate education agencies (IEAs), school districts and public schools made up 

25 percent of all supplemental service providers. District-sponsored tutoring 

programs in Plainfield and Longwood enrolled 49 and 76 percent of all the students 

participating in supplemental services in those districts, respectively. In a third 

district, the district’s policy for assigning school space to providers led to a relatively 

even distribution of students among the 10 providers available to students. 

• In general, school and district staff reported that existing providers were able to 

accommodate the needs of students in the sampled districts. In the three sampled 

xi
districts with significant proportions of English language learners, district and school 

staff reported that those students had been able to find tutoring. In none of the 

sampled sites did district or school staff report problems with special education 

students’ access to services. None of the districts included in the case study sample 

was small, however, or located in a rural area where state administrators had 

expressed concern about the limited supply of providers. 

• Some providers required a minimum number of students to enroll at each site to 

make their program financially viable, although this minimum varied widely across 

providers. In nearly all districts, some providers opted not to offer services because 

demand was too low. For some providers, the minimum number needed to make 

their program viable was 10 students per site; for others, the minimum was as high as 

80. 

• In 2003-04, the majority of providers interviewed for this study hired only certified 

teachers to staff their programs, typically from the districts where the provider was 

offering services. Fifteen of the 24 providers included in the study reported that a 

teaching certificate was a requirement for employment. A handful of providers had 

less stringent staff requirements. 

• About half of the providers interviewed for this study sought to hire tutors and site 

coordinators directly from the staffs of the schools where they provided services. 

Many providers went out of their way to recruit these teachers as tutors. 

Parents’ Role in Supplemental Services 

Most parents of children receiving supplemental services interviewed for the case studies 

were pleased that this resource was available to their children. Nevertheless, some parents had 

difficulty sorting out the options available to them, others had chosen not to enroll their children 

in services, and other parents who had enrolled their children gave mixed reviews of the 

effectiveness of services. 

Parents’ Criteria for Selecting Providers 

• Many parents interviewed for the study reported that they had received enough 

information to choose good providers for their children; nearly as many, however, 

reported that they knew little or were confused about the services available to them. 

By studying the provider brochures sent out by districts, some parents were wellinformed about provider services; other parents had attended open houses where 

providers had made presentations, or had spoken with providers at their child’s 

school. Some parents, however, were not clear about the range of choices available; 

they did not realize that they could have selected a provider other than the one 

operating at the school, or they assumed that the two or three providers most visible 

in the school were the only choices available. 

xii
• Parents continued to pay careful attention to teacher and principal 

recommendations in deciding whether to enroll their student in supplemental 

services and in choosing a provider. Teachers employed by supplemental service 

providers played a key role in recruiting parents at their schools in all nine of the case 

study sites. In at least two districts, the schools where teachers and the principal were

actively involved in recruiting parents to sign their children up for services had much 

higher participation rates than schools where teachers and the principal were less 

active. 

• In addition to teacher recommendations, parents considered location, hours of 

operation, and availability of transportation in selecting providers. Parents tended 

to consider those providers offering services in their child’s school first; among the 

parents interviewed, almost none sent their children off-site when given the choice to 

have their children attend tutoring at the school. As in 2002-03, parents reported that 

the availability of transportation to and from the school was critical in selecting a 

provider. 

Parent Satisfaction with Provider Services 

• Many of the parents interviewed for the study reported that they were satisfied 

with the services their children had received and believed that after-school 

tutoring had helped their children. Some parents noted that their children’s grades 

had improved. Others pointed to improved math or reading skills or credited tutors 

with improving their children’s attitude toward school. 

• Other parents reported that they observed little benefit from the services. Some

parents reported that they were disappointed with the services and saw no 

improvement in their children’s reading and math skills. Others questioned whether 

a few extra hours of tutoring each week could really be expected to make a 

difference for their children. A few parents objected to the instructional approach 

of the providers they had selected. 

Conclusions 

After nearly two full years, there was ample evidence from the study sample that the 

states, districts, and providers were building on their implementation experiences with 

supplemental services. The six states had established routines for reviewing applications and 

with each round of applications, the list of approved providers continued to expand, both 

statewide and within districts. Sampled districts developed systems and methods for 

streamlining operations to simplify their work and to provide supplemental services to families 

sooner. Case study districts also included schools in the work of implementing, coordinating, 

and monitoring supplemental services. In 2003-04, many of the parents interviewed for the 

study reported that they had received helpful information about the services available to them, 

especially from teachers and face-to-face contacts with providers. Many of the parents 

xiii
interviewed reported that they were pleased with the services their children had received, and 

believed that their children had benefited from the tutoring provided. 

Despite progress, significant challenges remained. The experience of case study sites 

suggests that support and guidance would likely be useful in the following areas: Increasing 

participation rates, improving student attendance, maximizing both the number of contact hours 

and the quality of services provided, evaluating provider performance, improving 

communication with parents, managing administrative costs, and arranging fair systems for 

paying providers when student attendance is uneven.

xiv
Introduction 

The No Child Left Behind Act (NCLB), signed into law in January 2002, expanded the 

range of choices available to parents whose children attend Title I schools identified for 

improvement. Children from low-income families enrolled in schools that have not made 

adequate yearly progress (AYP) for three years or more are eligible to receive supplemental 

services, including tutoring, remediation, and other academic instruction. Supplemental services 

are intended to increase the academic achievement of students in low-performing schools. 

Implementing the supplemental services provisions of NCLB involves states, districts, 

schools, parents, and providers. Each state is required to develop criteria for approving 

supplemental service providers and to provide school districts a list of available approved 

providers serving their geographic locations. School districts that have schools that are in their 

second year or later of improvement are responsible for notifying parents of their children’s 

eligibility to receive supplemental services and for providing parents with adequate information 

to select providers for their children. Parents may select any approved provider in the area 

served by the school district or within a reasonable distance of the school district. School 

districts, in consultation with parents and providers, must develop specific educational goals for 

each student. Supplemental service providers must measure students’ progress toward meeting 

their educational goals and report regularly on that progress to teachers and parents. NCLB 

requires that supplemental services be consistent with the state’s academic content standards and 

with the instruction provided by the school district. In addition, services must be provided 

outside of the regular school day. 

The purpose of the study was not to evaluate supplemental services but rather to gain 

insights from the early efforts of states and districts that could assist others in improving 

implementation of supplemental services.3 This report presents findings from case studies 

conducted during the 2003-04 school year, the second year that the supplemental services 

provisions of NCLB were in effect, and follows up on baseline data collected the previous school 

year.4

 It is important to note that the findings presented are based on a small sample purposively 

selected from states and districts that were considered to be further along than others and, as a 

result, do not provide a nationally representative picture of the implementation of the 

supplemental services provisions. 

In both years, the study conducted interviews in a purposive sample of six states and nine 

school districts, which were selected to include those that appeared to be relatively far along in 

 

3

 This report contains both stronger and weaker examples of implementation of the supplemental services 

provisions of NCLB. The examples used here should not necessarily be considered accurate interpretations or

representations of the implementation of supplemental services. Rather, these are examples of ways in which some

states and districts have responded to the supplemental services requirements of the law. 

4

 U.S. Department of Education. Policy and Program Studies Service. Early Implementation of Supplemental

Educational Services Under the No Child Left Behind Act: Year One Report, by Leslie Anderson and Lisa Weiner.

Author. Washington, D.C., 2004. 

1
implementing supplemental services provisions.5

 The six states initially included in the study 

sample were selected based on whether states had provider lists in place as of late October or 

early November 2003. States that had finalized their provider lists were contacted and asked to 

identify districts that were either already offering supplemental services to students or were 

about to begin offering services. Nine districts that appeared to be relatively far along in 

implementing supplemental services and that represented the greatest possible variation in terms 

of size, location, student population served, and range of providers were purposively selected 

from that list. Four of the nine districts included in the baseline study were no longer providing 

supplemental services in 2003-04 because they no longer had schools in their second year of 

improvement or later. To adjust for these changes, four new districts in two new states were 

added to the study sample. These new districts and states were purposively sampled, using the 

same criteria employed as in 2002-03.

Implementation of Supplemental Services in Year One (2002-03) 

The report on the first year of data collection conducted for this study, Early 

Implementation of Supplemental Educational Services Under the No Child Left Behind Act: 

Year One Report (U.S. Department of Education, 2004) found that implementing the 

supplemental services provisions of NCLB in 2002-03 had thrust states, districts, schools, and 

providers into uncharted territory. In the process of administering supplemental services for the 

first time, state administrators learned that the provider application process needed to start 

sooner, require more information about the range of services providers offered, and require more 

assurances of provider competency and commitment. In addition, states learned that the 

application process must result in a wider range of applicants with respect to the services they 

provide, the grade-levels they serve, and the areas in which they work. 

 District administrators recognized that they had to articulate more clearly to parents what 

the supplemental services options offer them and their children. They also understood that they 

needed to make provider services available to students earlier in the school year. In addition, 

districts learned that the process of contracting with providers was complicated and timeconsuming, yet they had few ideas about ways to lessen the burden. Schools learned that they 

knew little about their role in the implementation of supplemental services—they were usually 

willing to do what they could to help but required more direction from the district regarding how. 

Finally, service providers learned that they could be putting themselves into something of a bind 

from a business perspective. While providers wanted to work with school districts, they had few 

guarantees that providing supplemental services would allow them to generate enough income to 

cover their costs on a consistent basis. What no one seemed to fully grasp was how to monitor 

and evaluate provider performance. 

Finally, most district administrators believed that although start-up activity in the first 

year of implementation, in 2002-03, was difficult and error-prone, most of the challenges faced 

with respect to identifying providers, identifying schools, identifying eligible students, and 

notifying parents would not dissipate by the second year of implementation. That is, unlike other 

 

5

 To protect their confidentiality, pseudonyms have been used for all the states, districts, schools, and most of the 

service providers that participated in this study. 

2
programs, these case study districts believed that implementing supplemental services would 

present many of the same challenges with each passing year. Every year, there would be new 

providers, new schools, different numbers of students, and different needs to serve. 

Data Collection in 2003-04 

Data collection for the study in 2003-04 consisted of telephone interviews with state 

administrators from each of the six states who were responsible for administering the 

supplemental services provisions of NCLB. Because two of the states were new to the study 

sample in 2003-04, the interview protocol included specific questions about the state’s 

administration of supplemental services in 2002-03, so that longitudinal comparisons would be 

possible with the full sample of six states. In addition, two-person teams conducted site visits 

between January and April 2004 to each of the nine districts. Site visit teams conducted personal 

interviews with district staff involved in planning or implementing supplemental services. Each 

team visited up to three schools in each district and interviewed principals, conducted teacher 

focus groups, and conducted either personal interviews or focus groups with parents of children 

eligible to receive supplemental services. The site visit teams also interviewed up to three 

supplemental service providers in each of the nine districts. Schools with the highest number of 

students receiving services in a given district were selected into the study sample. However, in 

cases in which a district had middle schools and high schools required to offer supplemental 

services, those schools were always included in the study sample. Similarly, providers serving 

the largest number of students were selected into the study sample. However, districts that were 

themselves state-approved providers were always included among the sample of providers for a 

given district. Again, because four of the districts were new to the case study sample, interview 

protocols included some questions about the district’s implementation of supplemental services 

in 2002-03, so that longitudinal comparisons for these topics would be possible with the full 

sample of nine districts. Other longitudinal comparisons are limited to the five districts in both 

years of the study. 

In 2003-04, as in 2002-03, the study focused on the successes and challenges states, 

districts, schools, and providers faced in implementing the supplemental services under NCLB. 

Key evaluation questions included the following: 

• How were states and school districts implementing supplemental services? 

• How were states selecting providers? 

• How were school districts reaching out to and involving parents regarding 

supplemental services? 

• What services were provided? 

• What types of providers were offering and providing services? 

• What were the challenges and successes regarding implementation? 

3
This report describes and analyzes these important areas of activity in 2003-04 related to 

implementation of the supplemental services provisions of NCLB. Specifically, it describes the 

services themselves and the ongoing implementation experiences of: states, school districts, 

schools, and supplemental service providers. In addition, it describes the experiences of parents 

who, on behalf of their children, were attempting to access available educational services. The 

final section of this report summarizes early successes and the challenges to implementation that

remain. 

Supplemental Services: The View from the Ground 

As described above, the implementation of supplemental services begins with the state, 

which approves providers, and continues with the district, which recruits parents to sign up for 

services and negotiates contracts with providers. Schools also can play an important part in 

outreach to parents and coordination with providers. The remainder of this report examines the 

successes and challenges faced by each of these actors in turn.

What, however, do supplemental services look like, from a student’s perspective? To set 

some context for the remainder of the report, a brief overview of the supplemental services 

provided in the nine case study districts in 2003-04 follows. While this description is not 

representative of all supplemental services nationwide, it provides a summary of the basic 

features of the services being delivered in the case study sites in 2003-04 under the supplemental 

services provisions of NCLB. 

Supplemental service providers in the nine case study sites typically offered tutoring 

immediately after school, two to three times a week. Tutoring sessions lasted between one and 

two hours. Supplemental service providers worked in schools whenever possible; students 

typically attended tutoring programs in the same buildings where they attend school. In most 

cases, providers hired teachers from those same schools or from the district at large to provide 

services. 

Tutors generally worked with students in small groups, where tutor-student ratios ranged 

from 1:5 to 1:10. (One-on-one tutoring for an entire session was rare among the providers 

included in this study.) With larger groups, tutors used whole-group instruction and individual 

seatwork to keep students engaged for the entire tutoring session. 

The content and structure of tutoring services varied widely, depending on the provider 

and in some cases, on the individual tutor. Providers represented a range of philosophies and 

approaches to the teaching of reading and math. Many students took diagnostic assessments 

developed by the provider or built from state assessment items. The results of those assessments 

then dictated the instructional objectives to be covered in tutoring. With some providers, wholegroup reading instruction included guided reading of authentic literature, group discussions, and 

extension activities to help students develop oral fluency, build vocabulary, and improve 

comprehension. Other providers focused on developing phonics and decoding skills. Some

providers offered self-paced worksheet programs designed to strengthen mastery of basic skills. 

Other providers did not use a prescribed curriculum, choosing instead to work with students on 

4
class work or home work, organizational strategies, taking notes in class, critical thinking skills, 

and test preparation. The extent to which providers had aligned their curriculum with state 

standards was unclear. Some providers had conducted alignment studies and purchased 

additional instructional materials to ensure that all state standards would be covered; others used 

state assessment results to develop tutoring plans for individual students; still others were unable 

to describe any strategy for aligning their services with state standards. 

The total number of hours each student received ranged widely, from a low of 18 in the 

case study districts to a high of 120. At the rate of two to six hours a week, students tended to 

“cycle out” of supplemental services after 10-20 weeks. 

Some providers organized their programs so that they could be attended in combination 

with other activities. For example, after-school programs of various kinds may operate for three 

or four hours after school, with tutoring supported by Title I supplemental services taking place 

for one or two of those hours. In the time remaining, students could participate in character 

education, leadership development and drug prevention programs, music education, recreation,

service learning, and field trips. 

Student attendance at after-school tutoring was a challenge in each of the case study 

sites, especially at the middle and high school levels. Supplemental service providers did not 

collect comparable information on attendance across sites (the nature of the attendance data 

collected and reported to districts depended on the terms of their contracts with districts.) In 

several middle schools visited for the study, teachers and principals estimated that fewer than 

half of students signed up for services attended tutoring on any given day. In elementary 

schools, attendance rates were higher, approaching 95 percent in some cases. Several 

supplemental service providers offered incentives for students to attend regularly, and others

were considering the use of incentives. 

Some providers in the study sample reported that they sent information on student 

progress home to parents monthly or every six weeks; others reported that they preferred to 

communicate informally with parents. None of the parents interviewed for the study, however, 

recalled receiving written progress reports from supplemental service providers. Instead, they 

relied on contact with teachers at the school to stay abreast of their child’s progress in tutoring. 

A handful of providers reported that they had developed formal mechanisms for communicating 

with teachers. However, many of the teachers interviewed did not know which of their students 

were receiving supplemental services, and none had received written progress reports from

providers. In cases where school staff worked as tutors for supplemental service providers, they 

kept classroom teachers informed through informal conversations. 

Participation rates varied across the districts. Three districts provided supplemental 

services to 86 percent or more of the students they could provide services to with the maximum 

amount they were required to spend on supplemental services. In the six other districts, 

participation rates were between 13 percent and 62 percent of the number of students the districts 

could serve with the maximum required amount of funding. Later sections of this report explore 

some of the factors that contributed to these participation rates. 

 

5
6
States’ Efforts to Implement Supplemental Services 

By 2003-04, the six states included in the case study sample had improved, refined, or 

expedited the implementation of the supplemental services under NCLB, compared with their 

efforts in 2002-03. These six states issued updated lists of approved providers somewhat earlier 

in the 2003-04 school year, compared with 2002-03. In addition, they continued to refine their 

application process and their criteria for evaluating providers. The number of approved 

providers increased in nearly all of the states, although state administrators continued to express 

concerns about the limited service available in small and rural districts. Although states 

continued to work on developing systems for monitoring provider performance, efforts were still 

limited. 

Approving Supplemental Service Providers 

In 2003-04, five of the six states in the 2003-04 study sample issued an updated list of 

approved providers much sooner than they had done in 2002-03. Indeed, all six issued lists 

before the start of the 2003-04 school year. Four of the six issued lists by June 2003, well in 

advance of the new school year; the remaining two issued their lists over the summer, in July and 

August. (It is important to note, however, that at least three districts in the case study sample 

reported receiving the lists from their states several months after the state had reported 

publishing them, even though states posted their lists online.) 

Three of the six states in the sample continued to review and approve additional 

applications during the school year. Two of these three states reviewed applications on a rolling 

basis; one issued an additional list of approved providers in November 2003. 

In 2003-04, each of the six states in the case study sample followed legislative 

requirements and the Department of Education’s non-regulatory guidance with respect to 

establishing selection criteria for supplemental service providers. States required providers to 

meet the following criteria—included in the legislation or regulations—for selection:

• Provider has a demonstrated record of effectiveness in improving student academic 

achievement;

• Provider will use instructional strategies that are high-quality, based upon research, 

and designed to increase student academic achievement;

• Provider will provide services that are consistent with the instructional program of the 

local education agency (LEA) and with state academic content and achievement 

standards; 

• Provider is financially sound;

7
• Provider will provide supplemental services consistent with applicable federal, state, 

and local health, safety, and civil rights laws; 

• All instruction and content provided by the provider will be secular, neutral and nonideological;

• Provider’s services will be provided in addition to instruction provided during the 

school day.

In the case of the first four criteria (record of effectiveness, instructional strategies, alignment, 

and financial soundness), all state applications asked providers to submit evidence that they met 

these criteria. In the case of the last three criteria, some applications asked providers to simply 

submit assurances that these criteria would be met, and others required that providers submit 

evidence. 

In addition, all six states also added criteria to their provider applications for 2003-04 that 

went above and beyond legislative requirements. For example, all six states required applicants 

to discuss their capacity to serve special populations of students (e.g., students with disabilities 

and English language learners). One state required providers serving areas where the student 

population was composed in large part of English language learners to demonstrate experience in 

improving the achievement of these students. Five of the six states required that providers 

communicate with parents in their native language. All six states required providers to produce 

evidence of qualified staff. One state required assurances that staff of supplemental service 

providers meet the paraprofessional requirements that govern staffing of in-school Title I 

programs. Specifically, the state application requires that all staff providing tutoring meet at 

least the standards of quality for new paraprofessionals under NCLB. In addition, the state 

required that all staff meeting only the qualifications for new paraprofessionals work under the 

supervision of another staff member who meets the criteria for “highly qualified” teacher under 

NCLB, though this is not allowable under the Title I regulations. Also, in an effort to address 

liability and safety issues, all six states required that provider applicants produce evidence that 

their employees had undergone background checks. 

One state had a concern about applicants who do not provide academic services, but who 

work on related skills that could conceivably enable children to perform better in the classroom. 

For example, one potential provider trained children to walk on balance beams to help them learn 

to control the movement of their eyes. This applicant had research demonstrating the 

effectiveness of this technique for helping children follow a line of text effectively in reading. 

This state did not approve the organization’s application, but worried about the decision, because 

the applicant claimed the approach was research-based. For some services, the link to state 

academic standards was indirect, and state coordinators wondered whether these providers 

should be approved to offer services. In an interview, one supplemental services coordinator 

asked: 

8
We are getting other kinds of people who might want to apply who are not connected to 

state academic standards, but want to help kids with organizational skills. How loose or 

how far from this idea of academic standards does the state have latitude to let other 

kinds of providers in under supplemental services? 

By 2003-04, states had refined their application review process, developing evaluation 

criteria and rubrics for scoring provider applications and organizing committees of reviewers 

with representation from stakeholder groups. All of the states in the study sample had 

developed a rubric that would allow them to evaluate applications from potential providers and 

to use multiple reviewers. An example of one such rubric, developed by one mid-central state, is 

included in the box below. This rubric requires that providers score at least 28 points out of a 

possible 42 to be approved. 

A Rubric for Scoring Supplemental Services Provider Applications 

(1) Program (10 points): Evidence of specific program elements, such as alignment of program

to the state’s model academic content standards and student academic achievement standards, 

consistency of instruction between program and local school, location of service delivery, etc. 

(2) Staff (7 points): Evidence of the qualifications and ongoing support staff will receive. 

(3) Program Effectiveness (10 points): Evidence of the program’s effectiveness in increasing 

student achievement and evidence that high-quality, research-based instruction supports the 

program. 

(4) Evaluation/Monitoring (10 points): Evidence that the program will be monitored for 

effectiveness, that the progress of students receiving supplemental services will be measured

and that the district, parents, and teachers will be notified of the student’s progress, in their 

native language, if necessary.

(5) Pricing for SES (5 points): Indication of the pricing structure for providing supplemental 

services. 

The number of supplemental service providers approved for the 2003-04 school year 

increased in five of six states, in line with a nationwide increase in the number of approved 

providers. Nationwide, the number of approved providers rose from 997 in April 2003 to 1,890 

in May 2004, an increase of 90 percent (see Exhibit 1). Among three states sampled for this 

study, the rate of increase was well above the national rate, with the number of providers 

doubling or tripling by 2003-04. These three states had approved just a few providers (fewer 

than 25) the year before. Two other states increased the number of providers by half or more. A 

sixth state, which had a large number of approved providers in 2003, increased that number by 

just over 10 percent. 

9
States reported only limited attempts to encourage potential providers to apply to become

supplemental service providers. Despite these limited attempts at outreach, the number of 

organizations expressing interest in becoming supplemental service providers continued to grow. 

Exhibit 1 

Change in Number of Providers, by State 

Total Number of Providers Operating in the State 

State April 28-30, 2003 May 3-5, 2004 Number Increase 

Percentage

Increase 

State I 17 65 48 282% 

State II 24 74 50 208% 

State III 13 31 18 138% 

State IV 16 27 11 69% 

State V 119 180 61 51% 

State VI 174 193 19 11% 

All states* 997 1,890 893 90%

* Includes the 50 states, Puerto Rico and the District of Columbia. State lists were not available for nine states in

2003 and three states in 2004. 

Source: U.S. Department of Education, Policy and Program Studies Service. “Supplemental Service Providers on

State Web Sites,” (May 3-5, 2004 and April 28-30, 2003), unpublished database. 

As of 2003-04, few providers had been removed from state lists. In a few instances, 

providers had been removed for financial irregularities, or because they were not actually 

offering tutoring services, only the use of their curriculum materials. These cases were relatively 

rare, however. There were no examples of providers who had been removed from the lists 

because the state had determined that the quality of their services was not adequate. The law 

requires states to remove providers from the approved list only if they fail to increase student 

achievement after two years, so states did not anticipate removing providers from their approved 

lists for this reason until the end of the 2003-04 school year. 

State supplemental services coordinators reported that small districts and rural districts 

continued to be underserved, compared with urban districts. While state administrators of 

supplemental services reported that some providers were approved to serve all schools required 

to offer services in the state, they remained concerned about the limited supply of providers in 

small and rural districts. In several states, providers approved to operate statewide were not 

operating in small and rural districts. In one state, many of the rural areas were only served by 

online providers. This was especially problematic for rural schools that lacked the computers 

and high-speed Internet connection to support a Web-based tutoring program. In another state, 

the supplemental services coordinator criticized providers who, she said, found it difficult to 

serve students outside of major metropolitan areas. She gave an example of one provider who 

claimed to be able to serve the whole state but then declined to set up services in several small 

towns. She noted, “They don’t go everywhere. In the really little towns, no one wants to go.” 

10
Private providers other than faith-based and online providers were the dominant 

provider types in four of the six case study states as well as nationally. Intermediate education 

agencies (IEAs), school districts, and public school-based providers were somewhat more 

common in four of the six case study states than they were nationwide; the ratio of faith-based 

and online providers is the same in the case study states as it is nationwide. IEAs, school 

districts, and school-based providers made up 25 percent of providers nationwide (see Exhibit 2). 

In four of the six case study states, IEA, school district, and school-based providers were even 

more common, representing between 31 and 46 percent of providers. In the remaining two 

states, they were somewhat less common. Where school districts made up a larger share of 

providers, private providers tended to made up a smaller share; the proportion of online and 

faith-based providers was low in the six case study states and nationwide. (There was one 

exception, where 22 percent of providers offered online services in one state.) 

Exhibit 2 

Types of Supplemental Educational Service Providers, 

by State and Nationwide, May 2004 

Number of Providers, by Provider Type 

Other Private 

FaithBased 

(private) 

Online 

(private) 

Intermediate

Educational 

Agencies, 

School 

Districts and 

Public 

Schools 

Colleges and

Universities 

Other/ 

Unknown 

State TOTAL 

 # % # % # % # % # % # % # % 

State III 14 45 2 6 4 13 6 19 0 0 5 16 31 100

State IV 21 78 1 4 1 4 3 11 0 0 1 4 27 100

State II 26 35 0 0 16 22 30 41 1 1 1 1 74 100

State I 31 48 0 0 5 8 20 31 1 1 1 1 0 100

State V 80 44 13 7 11 6 68 38 6 3 2 1 180 100

State VI 89 46 8 4 8 4 88 46 0 0 0 0 193 100 

All 

States* 1,033 55 109 6 172 9 464 25 45 2 67 4 1,890 100 

* Includes the 50 states, Puerto Rico and the District of Columbia. State lists were not available for three states. 

“Other private” providers were private providers that were not faith-based or online.

Source: U.S. Department of Education, Policy and Program Studies Service. “Supplemental Service Providers on

State Web Sites,” (May 3-5, 2004), unpublished database. 

The 13 most commonly approved providers across the nation, all for-profit companies,

some of which offered services online, represented 20 percent of all state-approved providers. In 

the case study states, these providers represented 15 percent of all approved providers. Seventytwo percent of providers in the case study states were approved only in one instance, compared 

11
with 60 percent nationally. (Source: U.S. Department of Education, Policy and Program Studies 

Service. “Supplemental Service Providers on State Web Sites,” (May 3-5, 2004), unpublished 

database.) 

Monitoring Providers 

In 2003-04, the states in the study sample continued to consider ways to monitor 

provider performance, and several began the process of contracting with external evaluators 

to assist with monitoring. The task of monitoring supplemental service providers and of 

evaluating their performance continued to be a challenge for states. In most cases, states had not 

yet put full-blown monitoring systems in place, although they had put some work into planning 

them. The law requires states to remove providers from the approved list if they fail to increase 

student achievement after two years, so states had to begin implementing systems for this at the 

end of the 2003-04 school year. For example, as of May 2004, one state planned to begin on-site 

visits to supplemental service providers across the state. Data collection was to include surveys 

of district administrators and parents, evaluation of academic performance measures (i.e., 

assessment data), and an examination of staff quality. 

Several states relied heavily on districts for information about the performance of 

supplemental service providers. In this vein, one state conducted what it called “desktop 

monitoring,” reviewing data sent by districts on the number of students served, the number that 

had left, and documents sent to parents. In general, the case study states made no attempt to 

monitor the number of contact hours provided per child or provider costs. 

One state supplemental services coordinator reported that her state still had not developed 

a monitoring process because, she said, “We just don’t have the expertise to do it.” In her view, 

an expert evaluator, who can take into account the differences among provider programs and the 

context within which they work, was needed and the SEA was trying to find someone for this 

task. Two other states had already contracted with external evaluators to help with monitoring. 

One state contracted with a local university to develop an evaluation process for providers. 

Another state used their Comprehensive Assistance Center to develop a survey of districts, 

students, and parents on supplemental service providers. This particular state used the survey 

data they had collected for purposes of approving providers for the 2003-04 school year. 

While the case study states generally understood the NCLB requirement that providers be 

removed from state lists if they fail, for two consecutive years, to contribute to increased 

academic proficiency relative to state standards, they had not yet developed criteria for 

evaluating providers. One state, an exception, had developed a clear target for provider 

performance in reading: 90 percent of students served by a provider must show progress on an 

Individual Reading Inventory (IRI) administered by the student’s school. In this same state, 

however, targets for provider performance in serving students in math remained under 

development. 

12
Several respondents indicated that they would welcome assistance from the U.S. 

Department of Education with respect to monitoring providers. They asked for templates or 

sample data collection instruments that could be used to monitor providers, as well as more 

frequent interaction with the U.S. Department of Education on these issues. 

13
14
Districts’ Role in Implementing Supplemental Services 

District responsibilities for implementing the supplemental services provisions of NCLB 

challenged district administrators in 2003-04, but many of them had developed systems and 

methods for streamlining operations and procedures to simplify their work as well as provide 

supplemental services to families sooner. District administrators are responsible for identifying 

eligible students, determining which providers on the state-approved provider list were willing to 

operate in the district, informing parents of the available services, collecting parent applications 

and signatures, coordinating provider activities with schools, identifying funding sources, 

estimating service capacity, contracting with providers to provide services to students who 

request them, and communicating with providers. Most districts knew that states would remove 

providers from state lists if the provider failed to contribute to increased student proficiency for 

two consecutive years. Most districts also expected their state department of education would 

request that they collect and send data on provider performance. 

As was true in 2002-03, the snapshot of districts taken in 2003-04 again revealed that 

districts varied tremendously by the number of schools they had to work with, the number of 

providers they had available to students, when they notified parents, and when they began 

providing services (see Exhibit 3). Accordingly, districts approached the implementation, 

management, and evaluation of supplemental services in a variety of ways. 

District Efforts to Reach Parents 

In 2003-04, districts’ efforts to inform parents of the availability of supplemental 

services appeared organized and focused on helping parents understand the services districts 

were offering them. Most district administrators in the study sample in 2003-04 reported 

beginning their administration of supplemental services by first contacting all the providers on 

the state-approved list to determine their availability to offer services in their respective districts. 

District administrators asked providers to submit a short profile of the type of services they 

offered, as well as the frequency and duration of those services, the age group providers served, 

whether they intended to offer transportation (if services were offered outside of the schools), 

and whether they served the needs of special populations of students.6

 Comments from 

administrators in at least one of the nine districts indicated that the provider vetting process went 

beyond determining whether a provider was “able” to serve the district to which providers 

offered the services. As one administrator explained, “We looked at enrollment and tried to get a 

balance at the schools with what [providers] offered. Some providers were selected because they 

offered more language or math, for example.” Such vetting by district staff, however, is not 

allowable under the statute, according to an August 2004 letter issued by the U.S. Department of 

Education (Simon and Rees, Aug. 26, 2004). The letter, issued after the data were collected for 

this study, informs states that approving providers is the responsibility of the state departments of 

education, and school districts may not alter or add to criteria related to program design. 

 

6

 Districts collected basic information about provider services because very little, if any, of this information was 

provided to the districts by the state. 

15
Exhibit 3 

Characteristics of Supplemental Services in Sampled Districts in 2003-04 

District Name Demographicsa

Number of 

Schools 

Required

to Offer 

Services

Number of 

Providers 

in District 

Date of Parent

Notification 

Date Services

Began 

Brooktown School 

District 

Large Central City;

80% minority;

27% LEP 

 24 14 October 2003 December 

2003 

Plainfield School 

District 

Large Central City;

56% minority;

7% LEP

 1 5 May 2003 September 

2003 

Oakwood School 

District 

Mid-size Central City: 

99.4% minority 

1% LEP 

20 6 November 2003 March 2004 

Sunnydale School 

District 

Large Central City;

91% minority;

2% LEP

 42 10 July 2003 September 

2003 

Emory Public 

Schools 

Urban Fringe of Large 

City; 

23% minority;

LEP N/A 

 3 12

September 2003

(ES) and March

2004 (MS) 

November 

2003 

Springvale School 

District 

Mid-size Central City

70% minority;

7% LEP 

 4 12 October 2003 November 

2003 

Redding School 

District 

Mid-size Central City; 

71% minority;

1% LEP

10 6 September 2003 January 2004 

Trainville School 

District 

Large Central City;

77% minority;

28% LEP 

5 5 September 2003 October 2003 

Longwood Public 

Schools 

Large Central City;

90% minority;

43% LEP 

104 27 September 2003 January 2004 

Once districts collected all the relevant information from providers, district 

administrators began mailing letters home to parents informing them of the availability of 

supplemental services. Most of the nine districts in the study sample accompanied those letters 

with packets of materials that included descriptions of provider services, a selection form for 

parents to rank their choice of provider (which sometimes included a prepaid envelope for 

parents to mail their form back to the district—in other cases, parents were expected to either 

mail the form back on their own, call the district, or call the school), and provider-generated 

brochures. Some districts even included answers to frequently asked questions among the 

materials they sent home to parents, as well as checklists for applying for supplemental services 

 

a

 Large Central City: Central city of a Metropolitan Statistical Area (MSA) with a population greater than or equal 

to 250,000. Mid-size Central City: Central City of an MSA with a population less than 250,000. Urban Fringe of

Large City: Place within an MSA of a Large Central City and defined as urban by the Census Bureau (Common 

Core of Data, National Center for Education Statistics, U.S. Department of Education). 

16
and dates when applications and provider selection forms were due back to the district. One 

district included a set of questions that parents could ask when talking to providers about the 

services they offered. 

In addition to the provider information and materials, most districts in the study sample 

sent parents a short letter. Less than a page long, these letters were relatively straight-forward, 

and referenced the availability of “tutorial services” or “extra help” for children in reading and 

math. Several districts in the study sample did not mention the No Child Left Behind Act in the 

letters they sent home to parents. The following are excerpts from letters to parents sent by three 

separate districts: 

District 1: I am sending you this letter to strongly encourage you to enroll your child in 

the Supplemental Services After-School Tutoring. This is a wonderful opportunity for 

your child to receive extra help and assistance in reading and math. This extra tutorial

assistance is offered at NO COST to you. 

District 2: We are pleased to inform you that your child has been approved to receive 

free tutoring services for the 2003-2004 school year. You have the right to choose the 

tutoring service you prefer for your child. Attached you will find flyers for supplemental 

service providers who will be tutoring eligible students in the [school district]. 

District 3: The [DISTRICT NAME] is on the move in addressing improved student 

achievement and our number one goal is to close the achievement gap and to provide the 

support necessary to ensure all students have ample opportunities to improve their 

academic achievement. With this goal in mind, we are pleased to inform you that your 

child may be eligible for extra academic assistance under the federal law, The No Child 

Left Behind Act.

Two of the districts lapsed into legislative jargon when describing supplemental services 

to parents. The parents in one of the districts, in fact, complained that the language of NCLB 

was inaccessible to them. For instance, terms such as “Supplemental Services” and “Adequate 

Yearly Progress” did not have much meaning for some parents in this community. The 

following is an example of a jargon-filled school district letter: 

The [DISTRICT NAME] has always worked to provide our students with a positive 

educational experience. Our district receives funding from many sources, one of which is 

Title I, Part A, a grant provided by the federal government through the recent legislation, 

No Child Left Behind. As a requirement for receiving funds under this program each 

school must meet the guidelines for ‘adequate yearly progress’ in each subject area using 

a system approved by the [STATE] Board of Education. The Title I program’s 

assessment of this school indicates that we need to strengthen achievement in the areas of 

reading and mathematics. As an option of the No Child Left Behind legislation, some 

students in your school have the opportunity to receive supplemental services. This letter 

is to inform you that your student has been identified to participate in this program. 

17
As the parent coordinator at one of the high schools where students were eligible to receive 

supplemental services explained: “[It’s a problem because] a lot of times parents are afraid to 

say that they don’t understand the jargon of the law.” A parent of an eligible student had this to 

say about the letter: 

The language of the parent letter is not something that parents can easily understand.... 

There was a good amount of confusion.... It was a very lengthy letter. 

In addition to the print materials districts sent home to parents, other efforts were made to 

reach parents. Indeed, districts reported being eager to reach parents. For example, one district 

held two provider fairs at the schools required to offer supplemental services and sent fliers and 

other reminders home starting in the spring on at least five separate occasions. The principal 

reported that staff visits were also made to homes to encourage parents to enroll their children in 

supplemental services. Another district placed an announcement about the availability of 

tutoring services in the local newspaper; the announcement ran for two days. A third district sent 

fliers and sponsored television and radio ads to advertise a provider fair. A fourth district 

decided to call eligibility for tutoring “scholarships” because it had learned from another district 

that this approach gave supplemental services a more positive spin and might yield higher 

participation rates. One district’s efforts to reach parents, however, seemed well above the norm

among the nine districts included in the study sample. This district described its outreach 

process as encompassing nine steps, each of which suggested a good deal of time, thought, and 

energy was devoted to the task of reaching parents (see box, next page). This district served a 

total of 336 students or 28 percent of the eligible students it had the funding capacity to serve. 

Contacting and communicating effectively with parents about the availability of 

supplemental services challenged most school districts. Although districts generally thought 

that they were doing a good job informing parents of the availability of supplemental services, 

some providers, teachers, and principals disagreed. In one district, for example, some teachers 

and principals said that the packet of materials the district sent home to parents was too 

complicated and confusing to be helpful. As one principal explained: 

The packet was overwhelming. Parents really didn’t understand all of the information 

until teachers really made the connection. Teachers would call home and explain to 

parents that [supplemental services] would benefit them if they attended.... [Without the 

phone call] they just saw this big bulky packet. . . The language was really difficult.... 

18
One District’s New Steps for Reaching Parents 

Step 1: Assistant superintendent sends a letter home to parents informing them of the availability of

supplemental services. 

Step 2: The district sends a brochure home to parents about provider services along with a business reply 

postcard that allows parents to check which provider they have selected. Information about each provider

includes answers to questions such as the following: (1) What programs are available for my child? (2) When

and where will services be provided? (3) How often will services be provided? (4) What kind of experience 

does this provider have? and (5) what is the demonstrated effectiveness of the provider?

 

Step 3: Elementary schools send home fliers about supplemental services along with student report cards. 

Step 4: School newsletters will contain information about supplemental services each time they are sent home. 

Step 5: The district mails monthly postcards home to parents. 

Step 6: School principals discuss supplemental services on the radio. 

Step 7: School principals, Title I teachers, and counselors contact parents about supplemental services. 

Step 8: The district’s Title I parent liaison calls every parent and informs them of the availability of

supplemental services. 

Step 9: Churches in the school attendance areas are sent information about supplemental services. 

Similarly, another district reported that while parents received ample detailed information on 

supplemental services, many simply did not read it. According to the Title I director, parents and 

others suggested that in the future “[W]e [should] do sound bites, billboards, and radio ads, 

something quick to get away from written things.” She continued: “We want to find out how to 

get good information to parents without overwhelming them. We did not do a good job to make 

sure they were not overwhelmed....” 

Schools in another district complained that they did not receive enough information from

the district about providers and, as a result, they were unable to help parents when they called the 

school to inquire as to which provider would be best suited to the needs of their child. As one 

principal explained: 

The one-page description of providers wasn’t sufficient—it gives you basic information... 

a one-page flier telling you the services of [providers]. They all sound the same and you 

don’t know one from the next and don’t know who’s good and who’s not. 

Districts in the study sample also cited the problem of communicating to parents which 

students were eligible for services. As one district administrator explained, it was difficult for 

parents to understand that their children did not qualify for services because they did not attend a 

school identified for improvement, or they were not eligible for free or reduced-price school 

19
lunches. Other parents wondered why they received a letter when their child was doing well in 

school. 

Targeting Students for Services

Seven of nine districts in the 2003-04 sample offered supplemental services to all 

students from low-income families in schools required to offer supplemental services. In the 

previous year, the majority of case study districts had also considered student achievement—in 

addition to whether a student was from a low-income family—when offering services. Three of 

the five districts that participated in this study in 2002-03 and 2003-04 changed their targeting 

procedures as a result of low rates of participation in supplemental services in 2002-03 (see 

Exhibit 6). That is, several district administrators explained that opening the services up to any 

student from a low-income family who attended a school required to offer supplemental services 

might raise levels of participation in supplemental services. By contrast, in 2002-03, several 

districts thought it was necessary to prioritize students for services because they believed that 

supplemental services would be so popular among families that districts would not be able to 

serve all eligible students based solely on poverty status. In practice, supplemental services did 

not prove to be as high in demand as districts had anticipated in their first year of 

implementation. And district experiences in 2003-04 suggest that targeting is again unnecessary. 

For example, one district began supplemental services in 2003-04 by prioritizing students for 

services based on family income and academic need. As the supplemental services administrator 

explained, the district had determined how many students it could serve based on the per-pupil 

allocation (as defined by the state) divided into an amount equal to 20 percent of the district’s 

Title I allocation: 

[We didn’t] know if we would be able to serve all the kids, [so we] prioritized the kids by 

test score in case everybody signed up. [However, we] only had 42 kids whose parents

said they wanted to receive services. 

The district administrator went on to explain that because so few parents enrolled their children 

in supplemental services when the initial letters went out, the district eventually opted to send 

letters to all low-income parents whose children were attending schools required to offer 

services. 

District Relationships with Supplemental Service Providers 

 District relationships with supplemental service providers varied. Among the districts 

included in the study sample in 2003-04, many were skillful in developing provider contracts 

and, in many cases, had put in place procedures for improving their efficiency in writing, 

reviewing, revising, and approving provider contracts. 

In 2003-04, districts in the study sample were adept at entering into contracts with 

service providers. Many districts used boilerplate contracts for providers that they created—and 

20
vetted—in 2002-03. Accordingly, no confusion or consternation about creating provider 

contracts was evident in 2003-04. Among the three districts in the study sample that provided 

supplemental services for the first time in 2003-04, all were using contract templates or samples 

they had obtained from their state education agency or from other districts. Most of the districts 

used one standard contract for all providers; one district, however, used various formats and 

structures for its contracts for providers, appearing to simply amend contract templates received 

from the various providers rather than working from an original contract designed by the district. 

Most district contracts with service providers, while varying in length, contained much 

the same content, referenced many of the same issues, and included specifications for each of the 

following: 

• Number of hours of tutoring services for each student 

• Duration and frequency of tutoring sessions (i.e., number of sessions per week) 

• Maximum dollar amount paid per student served 

• Type of instructional program (e.g., reading or math instruction) 

• Provision of services on-site vs. off-site 

• Administration of pre- and post-tests to students 

• Student attendance reports delivered monthly to the district (usually as a condition for 

payment of provider invoices) 

• Student progress reports (delivered to parents and to the district at regular intervals, 

usually every four to six weeks) 

• Annual program evaluation report 

• Agreements regarding student goals and progress (required in eight of nine district 

contracts) 

• Termination of services 

• Liability insurance 

• District responsibilities (e.g., identify eligible students and deliver list to providers 

re

• Terms of payment or compensation 

Finally, most district contracts were accompanied by a series of attachments that 

mount etc.)

four to six weeks before the provision of services; provide a contact person for 

providers; provide and disseminate student contact information, grades, test sco

data, etc.) 

a ed to examples of forms (e.g., student attendance forms, student agreement forms,

that providers were required to complete periodically. One district, however, made contract 

21
approval contingent upon providers submitting additional information, including background

check clearance forms; results of TB tests; signed building rental lease agreements if they wer

using district facilities; a business license to work in the district; transportation schedules for 

students receiving tutoring services; and information on the square footage of the instructiona

classrooms providers intended to use when working off-site. Another unique aspect of this 

district’s provider contracts was the requirement that providers offer transportation to all stud

receiving supplemental services. Moreover, transportation had to be provided by “a licensed 

company approved by the district.” Every supplemental service provider ultimately contracted

to use the same bus services that the district used. While districts are allowed to impose 

reasonable administrative and operational requirements through agreements with provide

are consistent with requirements imposed generally on the districts’ contractors, a letter from the

U.S. Department of Education (Simon and Rees, Aug. 26, 2004)—issued after the study data 

were collected—makes clear that districts are not allowed to impose conditions on providers 

related to program design. In addition, any such requirements should not limit educational 

options for parents. 

e

l 

ents

rs that

Although most districts seemed skilled at writing provider contracts, the time it took to 

g

for a

s

In two other districts, the contracting process was slowed dramatically by the local school 

h

o

ch

the 

finalize them in 2003-04—even when working from well-vetted boiler-plate templates—was 

significant. One district administrator reported that contract development continued to be a lon

and difficult process. “I had to work with the providers for about two months.... There was lots 

of e-mailing. We need software to track the changes to save time. I worked on the contracts late

at night...2 a.m., 3 a.m.” This Title I director also noted that she even occasionally called upon 

the knowledge and expertise of her husband, an attorney, to help her. The burden was 

overwhelming for her. “During the contract period I’m sure I worked all day every day

couple of weeks...five hours each night for 10 nights straight.” She noted that she spent more

than 50 percent of her time on supplemental services and, as a result, she was “fatigued” and 

unable to take care of the “details in my regular Title I duties.” One source of the problem wa

that, in cases in which the providers were subsidiaries of large corporations, the contract 

negotiations involved dealing with additional people in cities far away. These lengthy

negotiations slowed the contracting process and made it more protracted. 

boards involving themselves in the provider vetting process. In one district, for example, the 

providers were vetted by three different committees of the local school board. The goal of eac

committee meeting was to ensure that providers met certain district and state regulations such as

being registered with the state fire marshal and having completed background checks for all of 

their employees. Moreover, these meetings were open to the public and broadcast on public 

access television. The district saw the meetings as “another opportunity” for parents to learn

about how providers could help their children by offering tutoring services. Nevertheless, it 

delayed the contract approval process—and therefore the provision of supplemental services t

students—by several months. While, as noted above, districts may impose reasonable 

operational and administrative requirements through their agreements with providers, su

requirements should not undermine the parents' opportunity to select the most appropriate 

provider for their children from among providers approved by the state to offer services in

district or area where the child lives. 

22
Most districts had begun to put in place systems for communicating with providers. 

Among four of the five districts that participated in the study in 2002-03 and 2003-04, there was 

an increase in the number of providers offering services (see Exhibit 4). Accordingly, there was 

a more pressing need among those districts to develop systems to communicate with providers. 

In 2002-03, in fact, many districts worked with no more than one provider. In 2003-04, 

however, districts were approaching their supplemental services work quite differently. These 

districts had learned from their experience implementing supplemental services in the previous 

year that managing relationships and communicating directly with providers was necessary to 

ensure that services ran smoothly. For example, several district administrators said they kept in 

regular contact with providers by telephone and e-mail and that they kept records on provider 

invoices and mapped those against the number of students served. Indeed, an indicator of 

districts’ commitment to improving the management of supplemental services was that at least 

three of the nine districts in the study sample had found ways to fund a supplemental services 

coordinator position in their district (using funding sources other than Title I). 

In some districts, the distinction between district management of providers’ contractual 

agreements and monitoring provider performance (a state responsibility), was blurred. For 

example, several districts said they sent supplemental services coordinators into provider 

facilities as well as schools to monitor tutoring sessions and to talk to students, teachers, 

principals, and parents about provider services. District administrators also reported that 

supplemental services coordinators were interested in looking at whether providers were meeting 

students’ needs, as well as examining the logistics of the program, such as security and safety 

issues. One district’s supplemental services coordinator described her position as including 

certain activities relating to administrative and operational requirements, including: assisting 

principals in collecting student assessment data and tracking student progress, monitoring student 

attendance and communicating with parents to ensure their children attend regularly, and 

ensuring that there are clear lines of communication between schools and providers. However, 

this same coordinator described her work as also including activities that are more appropriate at 

the state level, rather than district, such as monitoring all service providers to ensure services 

“are of a high quality” and monitoring tutors’ attendance and work and, if necessary, contacting 

the provider when a problem arises. 

One district administrator explained that there had been, heretofore, little accountability 

for the providers and that the district had been running supplemental services “on an assumption 

about humanity,” which is that providers will do what they agreed to in the contract. Two 

districts said they purchased and used heavily a commercial newsletter that covers compliance 

with NCLB requirements. 

23
Exhibit 4 

Changes in the Number of Schools and Providers, and the Timing of Supplemental 

Services in Sampled Districts 

Between 2002-03 and 2003-04a

Number of Schools 

Required to Offer 

Services

Number of Providers

in District Date of Parent Notification Date Services Began 

District Name 2002-03 2003-04 2002-03 2003-04 2002-03 2003-04 2002-03 2003-04 

Brooktown 

School District 3 24 13 14 September 2002 

October 

2003 

November 

2002 

December 

2003 

Plainfield 

School District 3 1 4 5 August 2002 May 2003 January2003 

September 

2003 

Sunnydale 

School District 59 42 6 10 November 2002 July 2003 January2003 

September 

2003 

Redding 

School District 12 10 3 6 August 2002 September 2003 

January

2003 

January

2004 

Trainville 

School District 5 5 12 5 August 2002 September 2003 April 2003 October 2003 

Although most districts in the study sample had begun requiring agreements regarding 

student goals and progress—developed by the district in consultation with parents and the 

selected provider for every student receiving supplemental services—few districts were able to 

enforce this requirement. Three of the districts even attached templates to the contract for 

providers to use when writing student agreements. Most districts, however, could not say 

whether these agreements were fashioned in the manner mandated under NCLB. One district 

created a system for ensuring that student agreements were properly designed (see box, next 

page) for every student participating in supplemental services. That is, once parents had chosen 

their preferred provider, the district hosted an event for parents, teachers, and providers to come

together to discuss the services that students would receive. The district administrator described 

the event this way: 

[We] brought parents, teachers, providers together in one room...[and had] all of the 

principals and district folks there, too. [We started by making] introductions, [and 

told parents] about the law.... Then [the child’s] teacher and the parent sat with the 

provider and talked about each child.... They talked about what the student needed 

the most help with. 

Similarly, another district hosted goal-setting sessions in 2003-04 that included the provider, 

parent, and the Title I director. Lasting about 15-20 minutes, the sessions were conducted at 

whatever location the parent chose—usually at the school. This district reported conducting 300 

of these sessions in the 2003-04 school year.

 

a

 Three of the nine case study districts were providing supplemental services for the first time in 2003-04. 

Accordingly, these districts are not represented in this table because there were no comparative data available for the 

2002-03 school year. A fourth district offered only summer services in 2002-03. 

24
Producing Supplemental Service Agreements for Students 

While sitting down with parent(s) and the teacher, the provider gives an overview of their 

services and the teacher discusses the student’s progress and areas of need. In addition, the 

provider, teacher, and parent fill out the Individual Supplemental Service Agreement (ISSA), 

which contains: (1) goals for the student; (2) the means by which progress will be measured; 

(3) a timeline of services and progress; (4) procedures for notification of progress to teachers

and parents; (5) days, times, and types of services; (6) attendance policies; (7) termination of

services; and (8) method of payment. In addition, the district administrator gives every 

parent her business card so that if their child is having trouble or isn’t satisfied with their 

services, they can call her. Once all parties agree on the terms of the agreement, it’s signed

by the student, parent, teacher, and provider.

The need for additional district staff to assist with supplemental services was evidenced 

by the provider coordination, management problems and misunderstandings that continued to 

frustrate some district implementation efforts. For example, one district administrator told the 

story of a provider going door-to-door in the community trying to recruit students. When word 

got back to the district, the provider was told that all recruitment efforts had to go through the 

district in order to ensure that parents know all the provider options available during the school 

year. In this case, the district went beyond its authority in telling the provider that all recruitment 

efforts had to go through the district. According to U.S. Department of Education NonRegulatory Guidance on supplemental services (Aug. 22, 2003, Item F-10), “Providers are 

allowed to market their services to members of the community or to provide general information 

to the public about the availability of supplemental services. LEAs may not restrict them from

doing so.” 

Another district found that some students were receiving services from two separate 

providers, one providing services three days a week and the other providing services on the other 

two days. This example made it clear that the district needed to closely monitor provider 

attendance lists before paying for services. An administrator in another district said she did not 

feel she had enough time or support to manage the providers and the supplemental services: 

Supplemental services is labor intensive—not hard—but intense... parents are always 

calling with questions, providers are calling with questions. [I spend time] checking to 

make sure whether the providers [are showing up] or not, checking with principals, and 

[making sure] invoices and progress reports are done correctly. 

In 2003-04, several districts had set student attendance policies for providers. Policies 

ranged from providers dropping students who missed three consecutive tutoring sessions to 

providers dropping students after five absences total. In one district, if a student was absent for 

three consecutive weeks, the student was dropped and the provider was not paid. However, the 

provider got paid the full per-pupil allocation if a student was absent for fewer than three 

consecutive weeks. Another district described a stringent attendance policy whereby if students 

missed services two times they were dropped. As the district administrator explained: “We are 

25
not paying providers for empty seats. If a kid is dropped, [providers] don’t get paid.” Providers 

in another district said that they did not like their contract because it stipulated that they would 

not be reimbursed for a student unless the student actually attended any given session, which is 

somewhat outside the control of the provider. 

Most districts in the study sample required providers to include monthly attendance and 

progress reports for each participating student when submitting their monthly invoices. In most 

cases, providers were paid for the number of hours they tutored, although some providers were 

not required to submit attendance sheets and tutoring logs; they simply submitted an invoice to 

the district for services rendered. Nevertheless, district administrators said that attendance was 

an especially complicated issue to monitor. Indeed, in some districts, it was very complicated for 

providers to manage attendance policies in a way that ensured that they got paid for all of the 

participating students and for all of the sessions that they offered. One district’s policy for 

verifying student attendance, for example, asked for documentation to support the providers’ 

invoices and thus wanted to see the student sign-in sheet and have parents sign a form indicating 

that their child attended tutoring on the specified days. Providers disliked this practice because it 

was difficult for them to get parent signatures—the attendance forms often didn’t make it out of 

children’s backpacks. 

Although monitoring providers is a state responsibility, district administrators 

perceived a need to collect data on provider performance at the local level as well, both to 

assist the state in its monitoring of providers and to ensure compliance with the terms of the 

contracts they had negotiated with providers. Most districts were familiar with the requirement 

that providers be removed from state lists if they fail to contribute to increased student 

proficiency for two consecutive years. Although the states generally had not formalized 

procedures for evaluating provider performance, there were indications that districts would have 

a role in collecting the data to be used in these evaluations. For instance, one state’s application 

noted that state monitoring would occur in cooperation with districts. Several districts wrote into 

provider contracts that providers must share any data they collect from their programs with the 

state. In addition, at least two districts planned to survey parents and school staff at the end of 

the tutoring period to gauge their level of satisfaction with the supplemental services provided. 

One of these districts, for example, intended to use the survey results to help determine whether 

providers were abiding by the stipulations of their contracts with the district. The parent survey, 

for example, asked parents whether the provider had “given you and your child regular feedback 

on his or her learning.” The other district planned to administer a survey to parents and schools 

at the end of the 2003-04 school year to evaluate provider performance. The surveys were going 

to ask respondents about provider dependability, student engagement in provider services, and 

parent satisfaction with provider services. 

In 2003-04, at least one district had teachers, principals, and even parents express concern 

over the impact providers would have on student performance. As one teacher explained, “It is 

hard to say whether or not 30 hours of extra tutoring will really be enough to advance a 

population of students that are highly mobile and ELL from not proficient to proficient.” She 

believed that monitoring providers should focus not on whether students succeed or fail, but on 

whether services were provided. Nevertheless, providers recognized that a provider performance 

measure from the state was not long in coming and were attempting to do what they could to 

prepare for it. Indeed, one provider said that he knew that if his program were to receive an 

26
unfavorable performance report for two consecutive years, then the program would be removed 

from the list of state-approved providers. He added: “That’s why we do pre- and post-testing to 

show what we have been doing [especially] given that we only have a conditional, one year 

[contract with district].” 

The Role of Identified Schools in Implementing Supplemental Services 

In 2003-04, many districts in the study sample involved schools directly in the process 

of enrolling students in supplemental services. In every case but one, district administrators 

described relying heavily on school principals, teachers, and staff to help implement 

supplemental services. One district reported that the teachers and principals in all the identified 

schools played a major role in getting students to enroll in supplemental services. As the district 

supplemental services coordinator explained: “The principals have done their own advertising 

for the program.... They have called parents whose kids really need help.” Teachers said they 

were encouraged by the principals to call the parents of students who they believed could benefit 

from supplemental services. An administrator in another district reported that teachers were 

instrumental in explaining the various programs to parents and were relied upon by many: 

The teachers were available to help explain the various choices and to help parents fill 

out the necessary forms. When parents would ask ‘What is my child having problems 

with?’ or ‘Which [provider] is going to help my child with word problems?’ the teachers 

were available to help. 

Several teachers in this district said that many parents were persuaded to sign their child 

up for services simply because their child’s teacher was the one providing the services. In fact, 

many parents in this district apparently selected the district as their preferred provider simply 

because so many of the identified school’s teachers were employed as tutors in this program. 

Another teacher explained it this way: “When teachers are tutors, the parents are just more 

comfortable.” 

In other districts, many of the principals in the identified schools said they helped with 

outreach efforts by calling the parents of students they believed could benefit from the services. 

In one district, the principals explained that the district did not have enough staff to implement 

supplemental services and that they tried to fill in as they could in contacting parents. In another 

district, the school principal summed up the value of having schools involved in reaching 

parents: “If it weren’t for teachers at that school calling parents, the numbers [of students 

participating in supplemental services] wouldn’t be so high...” 

The school staff members in yet another district described themselves as having an 

informal responsibility for recruiting students for services. That is, they received a list of priority 

students from the district, and they would sometimes make calls and encourage parents to enroll. 

One principal said, “What I believe happened is the teachers made mention of [supplemental 

services] to the parents of students who they felt really needed services.” However, schools in 

this district said there was no formal system in place for outlining schools’ roles in identifying 

27
and recruiting students for services. One principal explained her school’s level of involvement 

in supplemental services recruitment this way: 

When parents had questions [about supplemental services], they would call us and 

we would do our best to answer questions. We mostly referred them to the providers 

because they knew [best] what services they were providing. We only had limited 

information. One thing we did do was, if a provider said they could only come if at 

least 10 students signed up, as I talked to parents, I would say this provider will 

come for this many and this is how many are interested. So I would give these folks 

a call—not trying to recommend anyone but just trying to help reach the numbers. 

Many districts in the 2003-04 study sample also involved schools in the recruitment 

process by providing them with sample letters to personalize and send home to the families of

students who were eligible to receive supplemental services. In addition, schools in several 

districts held parent meetings to discuss the availability of supplemental services and to describe

the services providers were offering. Some schools hosted provider “fairs” to give parents an 

opportunity to hear from the providers directly about the services they offered. Indeed, 

administrators in at least two districts explained that it was the schools, not the district, that were 

responsible for coordinating forums in which providers could give presentations to parents on the 

kinds of services they offer to students. Moreover, in one of these districts, the parent 

coordinators at the identified schools called the parent of every eligible student to inform them of 

their child’s eligibility and to explain supplemental services in terms that parents could 

understand. Using the school-based Title I parent coordinators or district Title I Parent Liaisons 

to contact parents occurred in at least two districts in the study sample. In both these districts, 

rates of participation in supplemental services were relatively high. 

The practice of involving schools more centrally in the recruitment process had some

unexpected consequences. One district, for example, wrote a grant to the state for funding to 

cover the cost of a supplemental services coordinator to work directly at the school where 

supplemental services were offered. As the district Title I director explained: 

The program was putting an extra burden on the principal and staff, so I wrote a state 

grant to get a supplemental services coordinator. We were really concerned about the 

drain of energy [from the school as a result of implementing this program].... The 

coordinator needed to be someone who is not a full-time teacher at the school. 

In another district, principals and teachers had a significant amount of control over parents’ 

selection of providers. For example, one elementary principal described screening 20 providers 

and ending up with only two who were willing to provide services at the school and who passed 

muster with him—people he would trust with the students. Another principal said the following 

about his role in the provider selection process: “I pretty much chose the providers because I had 

the time to call them. I knew our needs and looked at who had the experience and infrastructure 

to do this.” However, principals determining whether and when providers can present their 

services to parents at a provider “fair” and whether they’ll make space available to providers 

may result in the elimination of much of the “choice” afforded parents in their selection of 

providers. As noted earlier, principal involvement should not undermine parents’ opportunities 

to select the most appropriate, state-approved provider in the district or area. 

28
Some districts in the study sample handed over control of the student selection process 

to the schools, permitting principals and teachers to determine the eligibility of students—

beyond low-income status—for supplemental services. An administrator in one district 

explained that it was up to the principals’ discretion to recruit students. The principals relied on 

teachers to determine which students needed services the most. Teachers were encouraged by 

their principals to make calls to parents of students who they thought would greatly benefit from

supplemental services. One teacher explained, “I called select students to make sure they 

understood they have this opportunity.” Similarly, teachers in another district played a 

significant role in ensuring that the most academically needy students were signed up by their 

parents to receive supplemental services. “The list [of providers] went out to everyone but if the 

parents did not select anyone, we contacted them if we thought the kids needed it,” explained one 

teacher. 

In another district, teachers in identified schools explained that they put together a list of 

students getting D’s and F’s. The parents of those students received a letter from the principal 

and the grade-level teachers saying that their child must attend tutoring. This district’s effort to 

target services to low-achieving students was reasonable, but according to U.S. Department of 

Education Non-Regulatory Guidance on supplemental services (Aug. 22, 2003), the option for 

these students to participate should have been the parents’ choice and not a requirement. 

Another teacher said that although only about 12 percent of parents attend conferences, “We 

make lots of phone calls and tutoring is always brought up....” School staff in some districts 

said they wanted to play a bigger role in determining the eligibility of students. As a principal in 

one district explained: “We would like to have input about who are the most at-risk and 

educationally disadvantaged [students] and make sure that they’re contacted first.” Despite the 

desires of school staff to identify the students whom they deem most in need of supplemental 

services, the law makes clear that students can only receive supplemental services if they are 

from low-income families and attend a school that has been identified for improvement for two 

or more years. 

In 2003-04, districts increasingly relied upon principals and teachers to help 

coordinate the implementation of supplemental services. Principals in some districts noted the 

fact that supplemental services often required that they get involved in the logistics of the 

services, including making sure space was available for providers and that parents turned in their 

permission slips for students to receive services. A principal in one district, for example, 

complained that the parents didn’t understand that permission forms were supposed to be mailed 

back to the district, so the school collected them and forwarded them to the district. In another 

district, a principal said she had to adjust the schedule of the administrative staff to accommodate 

supplemental services and ensure that the school building was secure. In 2002-03, the principal 

explained, the administrative staff schedule was 11 a.m. to 4 p.m., while in 2003-04, the schedule 

was from noon to 5 p.m. The supplemental services administrator in this district understood why 

principals might be a bit frustrated with them: “The biggest complaint from schools is the 

additional work hours for principals and administrators. Their paperwork needs to be done after 

school, but the burden is placed on them to oversee the after-school component as well.” 

Still, some districts had schools in which teachers did not know many of the details about 

what takes place during tutoring sessions or which students participate in the various after-school 

programs available at the school. Nevertheless, most agreed that the role of schools in helping to 

29
coordinate supplemental services was critical. One provider stressed the importance of a school 

embracing supplemental services: 

The school plays a key role. If [it doesn’t] embrace the program with rooms, leadership, 

and resources, there is no way it can be successful. It has to be a partnership. In the 

schools that have embraced it, attendance is high. Principals know what works best with 

their students. I wish they would share some of that information with us. 

School principals were often asked by the district to monitor provider performance 

even though monitoring is a state responsibility. Administrators in at least three districts 

reported relying on principals to monitor provider performance. One district required that 

principals in the identified schools visit provider facilities once every two weeks to monitor 

tutoring sessions. The district supplied principals with an observation checklist for their visits. 

The checklist included the following: 

• Total number of students served 

• Student-to-teacher ratio

• Number of assigned staff 

• Number of classrooms 

• Equipment needs 

• Transportation schedules 

• Schedule of instructional days and times 

• Number of students bused 

• Class lists and attendance forms 

• Regular materials and supplies to support instruction 

• Supplemental materials and supplies 

• Individual learning plan for students 

• Provider assessments (pre and post-tests) 

• Schedule for regularly informing parents of student progress 

• Schedule for regularly informing teachers of student progress 

• Process for how student progress will be measured 

30
Another district opted to rely on principals observing tutoring sessions—on their own—and 

informing the district when they identified issues or concerns. As the district administrator 

explained, no one from the district office had time to drop in “to see how things are going” with 

the providers. 

Still, although principals were asked to monitor provider performance, they did not often 

receive the feedback reports that providers were expected to share with schools regarding student 

progress. As a principal in one school noted: 

There is no time for SES [supplemental services] providers to give me feedback on what 

they are doing or on how kids are performing. It’s not intentional. I get some feedback 

from the in-house providers but not the off-site ones. I get reports from in-house 

providers that are copied and forwarded to classroom teachers. But I get no paperwork 

or any information whatsoever from off-site providers. Curriculum-wise, I have no idea 

what [providers] are doing. 

School staff sometimes found themselves in the somewhat awkward position of 

explaining to parents the difference between supplemental services and other after-school 

programs provided by the school. Communicating the differences between supplemental 

services and other after-school programs to parents was among the more difficult tasks facing 

schools in 2003-04. Many school staff said they did not understand the differences themselves. 

Recognizing that there may be problems in distinguishing among as well as coordinating with 

the various after-school activities available, schools in more than one district hired after-school 

program coordinators. As one principal explained, “We have four after-school programs so we 

had to pay an administrator with an administrative background to oversee all the programs.” A 

program coordinator at another school said she tried to schedule all eligible students for all 

available slots in the after-school programs: “We try not to make it a competition between the 

programs. We made sure there was no overlap between them.” In another district, one school 

principal noted that parents heard about supplemental services and think that their children can 

no longer participate in other after-school programs: “We’re trying hard to create a vision that 

kids can take advantage of all of these [after-school opportunities], but it’s difficult.” Another 

principal in this district pointed out that schools with several after-school programs that have 

parent participation components may require parents to attend numerous meetings. This 

principal was working to better coordinate the after-school programs so that there was only one 

monthly parent meeting. 

District Funding for the Supplemental Services 

NCLB establishes a joint funding mechanism for supplemental services and Title I 

choice-related transportation of an amount equal to 20 percent of a district’s Title I, 

Part A, allocation, before any reservations. This means that the amount of funding that a district 

must devote to supplemental services depends in part on how much it spends on choice-related 

transportation. However, if the cost of satisfying all requests for supplemental services exceeds 

an amount equal to 5 percent of a district’s Title I, Part A, allocation, the district may not spend 

less than that amount on those services. NCLB also sets the per-child cost for supplemental 

31
services as the lesser of either the district’s per-child allocation under Part A of Title I or the 

actual cost of the services. 

Districts varied widely in the percent of their Title I, Part A, allocation that they opted 

to set aside for supplemental services. As shown in Exhibit 6, the percent of Title I (or other) 

funds that districts set aside in 2003-04 for supplemental services ranged from a minimum of 2 

percent to 21 percent. According to NCLB and subsequent guidance from the U.S. Department 

of Education, districts must spend an amount equal to 5 percent of their Title I allocation (and up 

to 20 percent) to fund supplemental services provisions of NCLB, unless demand for services 

requires less funding. In the case of two of the districts that set aside less than 20 percent of their 

Title I allocations, district administrators explained that they had set aside enough resources to 

meet the needs of all the eligible students enrolled in the identified schools. In the four other 

districts that set aside less than 20 percent of their Title I allocation, all four administrators 

explained that they based their Title I set aside on the previous year’s demand for both choicerelated transportation and supplemental services. This approach, however, demonstrates that at 

least some districts were determining funding needs based not on actual demand for choicerelated transportation and supplemental services—which the legislation says districts must do—

but on anticipated demand. This practice of setting aside Title I resources before gauging 

demand is likely to bring districts up short if the demand for services ever exceeds the amount 

the districts reserved. As Exhibit 5 demonstrates, if three of the nine districts had set aside the 

full 20 percent of their Title I allocation, they would have had the capacity to serve far greater 

numbers of eligible students if they did not have costs associated with choice-related 

transportation. 

32
Exhibit 5 

Districts’ Capacity to Serve Eligible Students in 2003-04 

District 

Name 

Criteria for 

Prioritizing

Students for

Services

Maximum 

Possible

Expenditure

Per Student 

Percent of Title I 

Funds Set Aside

for Supplemental 

Services a

Number 

of 

Eligible

Students 

Number of 

Students 

Receiving

Services

Percent 

of 

Eligible

Students 

Served

Number of Eligible 

Students District Had 

Capacity to Serve 

Based on Percentage of 

Title I Allocation

Actually Set Aside

Number of 

Students Di

Capacity to Se

Aside and 

Amount Equa

20% of the

Alloca

Brooktown School District 

Students from low-incomefamilies 

$1,264 

20% ($1,600,000) 

+$500,000 of other 

district funding 

 12,918 1,787 14% 1,661 1,6

Plainfield School District 

Students from low-incomefamilies 

$1,197 2% ($418,950) 356 301 86% 350 N/A: District had 

serve ALL eligibwithout setting as

Oakwood School District 

Prioritized basedon income and achievement b

$1,963 21% ($2,275,178) 9,781 1,097 11% 1,159 1,1

Sunnydale School District 

Students from low-incomefamilies 

$1,212 15% ($5,000,000) 40,000 3,400 9% 4,125 5,5

EmoryPublic Schools 

Students from low-incomefamilies 

$1,520 

10% 

($275,528) +5% of 

state funding 

 650 153 14% 272 3

Springvale School District 

Students from low-incomefamilies 

$1,449 15% ($3,003,077) 1,199 336 28% 2,073 N/A : District had 

serve ALL eligibwithout setting as

Redding School District 

Students from low-incomefamilies 

$1,377 6% ($712,000) 5,264 382 7% 517 1,7

Trainville School District 

Prioritized basedon income and achievement c

$1,340 10% ($25,000,000) 3,659 472 13% 18,657 N/A : District had 

serve ALL eligibwithout setting as

Longwood Public Schools 

Students from low-incomefamilies 

$1,352 20% ($60,000,000) 190,000 19,000 10% 44,379 44,3

a All the districts in the study sample elected to set aside a percentage of their Title I allocation for choice-related transportation and supplemental ser

option of setting aside funds from sources other than Title I.

b Oakwood School District targeted services to low-achieving students even though the district had not reached its funding capacity to serve all studen

families. By identifying only low-achieving students from low-income families for services, the district’s count of the number of eligible students wathese 1,159 students, 95 percent received supplemental services (compared with 11 percent of all low-income students). 

33

c Trainville School District also targeted services to low-achieving students even though the district had not reached its funding capacity to serve all s

families. By identifying only low-achieving students from low-income families for services, the district’s count of the number of eligible students wathese 2,000 students, 24 percent received services (compared with 13 percent of all low-income students). 
The average district per-pupil expenditure for supplemental services among the nine 

districts included in the study sample was $1,408 in 2003-04 (see Exhibit 5). Among the five 

districts included in both the year one and year two samples, the average per-pupil expenditure 

for supplemental services increased from an average of $967 per student in 2002-03 to an 

average of $1,280 per student in 2003-04 (see Exhibit 6). This represents an average increase of 

about $300 per student. The increase in the average per-pupil expenditure may be the result of 

districts’ better understanding—as a result of state and federal guidance—of how the costs of 

supplemental services are meant to be distributed among students. That is, in 2002-03, few 

districts in the study sample had a strong grasp of their capacity to serve eligible students based 

on the maximum amount they were required to spend on supplemental services. Rather, districts 

in the study sample looked at their maximum required amount for spending on supplemental 

services and planned to assigned students to provider services until the funding was expended; 

(none of the districts reached this limit). In 2003-04, every district knew that it could estimate 

the number of students it could serve by calculating 5-20 percent of the district’s Title I 

allocation and dividing this amount by the maximum required per pupil expenditure (the latter 

being the district’s Title I allocation divided by the Census poverty count). 

Several sampled districts expressed concern about the administrative costs associated 

with implementing supplemental services. District administrators explained that there were still 

costs associated with the mailings to schools and parents, as well as costs associated with 

working with the providers. Although districts may use Title I administrative funds to pay for 

the implementation of supplemental services, the cost of these implementation activities is not 

insignificant. In one large district, the annual cost of producing and mailing the choice and 

supplemental services letters was $250,000. Another large district reported spending more than 

$100,000 in postage on the supplemental services and choice letters. An administrator in yet 

another district noticed that the copying costs to administer supplemental services were 

immense: “We are noticing that the volume of copies needed for recording data, student work, 

and communication to parents is depleting our copying capacity each month.” Although districts 

may use Title I administrative funds to pay for these activities, there are also the legal costs 

associated with writing provider contracts was mentioned again as a significant expense to 

districts. Another district complained that the time required to implement supplemental services 

takes district staff away from their regular duties. For example, the Title I literacy coach in one 

district spends half of her time on supplemental services, and this detracts from the time she can 

spend in schools that need her services. As has already been mentioned, districts continue to 

need additional staff to manage implementation of the supplemental services provisions. 

When asked about the administrative costs associated with supplemental services, the 

Title I director in one district said the following: 

[Supplemental services] is mammoth. Last year it was my baby. It is very, very time 

consuming. It encompasses a lot of time. For one person with other responsibilities, it is 

very hard to do, especially in large systems with this many children, providers, 

principals, and buses. There are a lot of complaints—providers complaining, schools 

complaining, parents complaining.... I assigned it to [another staff member] who says it 

could be a full-time job by itself. Even with her being responsible, still she and I have to 

collaborate so it takes time. Not a day goes by that I don’t receive at least five calls 

[about supplemental services]. Some calls come from parents who just heard about 

34
[supplemental services] or from a principal who is upset with a provider or from a 

provider who is upset with a principal. 

Student Participation in Supplemental Services 

Student participation rates in supplemental services varied across the districts included 

in the study sample. In most districts, participation rates did not exceed the number of students 

the districts could serve with the maximum amount they were required to spend on supplemental 

services. In six districts, participation rates were between 13 and 62 percent of the students the 

districts could serve with the maximum required amount of funding. One of these districts went 

to great lengths to recruit parents and sign students up for services and reached a participation 

rate of only 28 percent. The other three districts provided supplemental services to 86 percent or 

more of the students they could provide services to with the maximum amount they were 

required to spend on supplemental services and one of these three districts went beyond its 

funding capacity to serve an additional 126 eligible students who requested services in 2003-04 

(See Exhibit 5). 

In terms of the number of students eligible to receive supplemental services—which may 

exceed the number to which a district can provide services based on the maximum required 

amount of funding—eight of the nine districts in the study sample provided services to between 

7 percent and 28 percent of all the eligible students. In one district, 86 percent of eligible 

students received services. 

In six of the case study districts, more students were eligible for supplemental services 

than the number the district could provide services to with the maximum required amount of 

funding. The remaining three districts could have provided supplemental services to all eligible 

students with the maximum required amount of funding. However, in only one district did 

participation rates among eligible students reach the maximum the district could support using 

the required amount of funding. 

Among the districts with less than 50 percent participation, several explanations were 

offered as to why districts’ participation levels in supplemental services were not higher. 

Districts reported that some students did not participate in supplemental services because they 

were achieving at proficient or advanced levels in reading and math and did not need the service. 

Districts reported that some students may have needed the services but had family 

responsibilities that precluded them from staying after school. Districts also reported that 

students had parents who, because of their work schedules, could not pick their children up after 

school, and the regulations specifically prohibit districts from counting the costs of transportation 

for supplemental services toward the minimum amount they are required to spend on choicerelated transportation and supplemental services.7

 Parents offered several reasons their children 

were not enrolled in supplemental services: they found other after-school options more 

accessible; they thought their children had sufficient amounts of assistance from the regular 

 

7

 However, districts may, if they choose, provide transportation for supplemental services and not count it against 

the 20 percent requirement. 

35
after-school program or tutoring services offered by the classroom teacher; or they wanted their 

children to participate in other recreational or church-based activities after school.8

 

Nevertheless, the case study districts were largely embracing supplemental services. 

Indeed, the superintendent in one district expressed strong commitment to supplemental services 

as a way to help low-achieving students and explained that many steps had been taken to 

promote implementation in the district: 

We took that [supplemental services] provision seriously. I’ve been active with my staff 

to get the word out. When I first checked with them only 11 percent of eligible students 

were participating—that was unacceptable. I convinced the staff to get the parent, 

student, and provider connected—some say I ask for the impossible.... The focus is not 

compliance. You can comply [with NCLB] and still have few participants. I want higher 

numbers participating. We need to do things differently. Regular Title I isn’t working 

well. Here’s an opportunity to have one-on-one or [a staff-student ratio of 1-to-5].... 

This is an opportunity to do something for the forgotten kids of [this district]—their 

parents can’t provide this—we are improving learning for the neediest [students].

Both the number and percent of eligible students served varied across the five districts 

included in the study in both 2002-03 and 2003-04. Three of these five districts included in both 

years of the study changed their criteria for targeting students for supplemental services between 

2002-03 and 2003-04 (see also Exhibit 6). In addition, changes in the number of eligible schools 

increased the number of eligible students dramatically in two districts and, to a smaller extent, in 

a third district. A fourth district had virtually no change in the number of eligible students, and a 

fifth district experienced a substantial decline. (Four of the nine case study districts sampled in 

2003-04 did not offer services in the 2002-03 school year.) The two districts with the most 

dramatic increases in the number of eligible students also reported large increases in the number 

of students served; the other districts reported small increases or declines. 

 

8

 For a more complete description of parents’ reasons for not enrolling their children in supplemental services, see 

the parent section of this report. 

36
Exhibit 6 

Changes in Supplemental Services Eligibility, Spending, and Participation 

Between 2002-03 and 2003-04, by Districta

Criteria for Prioritizing Students for

Services

Per Pupil Expenditure for

Services Number of Eligible Students 

Numb

Rece

District Name 2002-03 2003-04 2002-03 2003-04 2002-03 2003-04 2002

BrooktownSchool District 

Prioritized based on income andachievement 

Students from lowincome families $950 $1,264 900 12,918 

Plainfield School District 

Prioritized based on income, grade-level,and achievement

Students from lowincome families $1,036 $1,197 973 356 3

SunnydaleSchool District 

Phased in based on school and student performance 

Students from lowincome families $850-$1,000 $1,212 4,500-6,000 40,000 1,9

Redding School District 

Students from lowincome families Students from low- income families $986 $1,377 5,292 5,264 3

Trainville School District 

Prioritized based on income andachievement, but served all who requested services

Prioritized based on income andachievement, but served all who requested services

$940 $1,340 2,600 3,659 5

a Three of the nine case study districts were providing supplemental services for the first time in 2003-04. Accordingly, these districts 

table because there were no comparative data available for the 2002-03 school year. A fourth district offered only summer services in 2

37
38
Supplemental Service Providers and Services 

Although there were exceptions, most supplemental services offered in the nine case 

study districts shared the same basic features. Supplemental services were typically offered in 

schools, with tutoring provided after school several times a week (but not every day). The total 

number of contact hours varied widely, depending on provider costs. Instruction took place in 

small groups that ranged in size from 3 to 15 students, and tutors were typically certified 

teachers, very often recruited from the schools where the services were provided. As they did 

last year, instructional strategies varied widely from provider to provider, and communication 

among providers, parents, and school staff was limited. Three of the school districts in the case 

study sample were approved as supplemental service providers; their services resembled of those 

offered by other providers in the case study sample. 

Number and Types of Providers Operating in Sampled Districts 

The number of providers offering services in the case study districts increased slightly 

in 2003-04, but the increases were more modest than increases reported by some states in the 

sample or all states nationwide. In five of the nine case study sites that were included in the 

study sample in both years of data collection, the number of providers offering services increased 

in four of the five districts (see Exhibit 7). 

In eight of the nine case study districts, the number of supplemental service providers 

ranged from 5 to 14; on average, parents were able to select from a total of nine providers in 

these districts. One very large urban district (one of the largest in the country) had a total of 27 

providers offering services. 

All of the districts in the study sample had just a fraction of the supplemental service 

providers approved by the state operating in their districts (see Exhibit 7). Brooktown, located in 

the largest city in the state, had the largest proportion of state-approved providers available to 

parents and children in the district (14 of 31). Other case study districts had relatively few stateapproved providers available to provide services—for example, just 5 of 27 state-approved 

providers in the Plainfield School District and 6 of 164 providers in the Redding School District. 

This pattern was true for mid-sized suburban districts as well as for very large districts in urban 

centers. Within each of the case study states, most approved providers worked only in selected 

local areas. Alternatively, some providers could have received approval to work statewide but 

were not operational in local areas immediately. 

In general, school and district staff reported that available providers were able to 

accommodate the needs of students in the sampled districts. School and district staff believed 

that providers offered services that were likely to benefit their students, and that few students 

would have had difficulty finding a provider whose services would help them. In the sampled 

districts, there were fewer providers serving high school students, and thus more limited choices 

for parents and their children. 

39
Exhibit 7 

Number of Providers in Sampled Districts and States 

District Name

Number of Providers

in the District 

 2002-03

Number of 

Providers in the 

District 

2003-04

Number of Providers

in the State 

 2003-04

Brooktown School District 13 14 31

Plainfield School District 4 5 27

Redding School District 3 6 164

Sunnydale School District 6 10 27

Trainville School District 12 5 181

Springvale School District N/A 12 74

Oakwood School District N/A 6 74

Emory Public Schools N/A 12 65

Longwood Public Schools N/A 27 181

In the three sampled districts with significant proportions of English language learners, 

district and school staff reported that those students had been able to find tutoring. At least one 

provider serving English language learners reported an increased emphasis on vocabulary and 

comprehension skills to address the needs of non-English speaking students. Teachers felt that 

this provider’s approach was helpful to students but did not necessarily help English language 

learners as much as native English speakers. A teacher explained, “I think [the program] really 

helps native English speakers, but [it] is harder for Spanish speakers, although I believe all of my

kids are getting something out of it.” Spanish-speaking parents in two focus groups conducted 

for the study, however, expressed satisfaction with the services their children had received. In 

none of the sampled sites did district or school staff report problems with special education 

students’ access to services. None of the districts included in the case study sample this year was 

small, or located in a rural area where state administrators had expressed concern about the 

limited supply of providers, so this year of the study does not provide data on whether rural 

students’ needs were being met. 

Online and faith-based providers served only a handful of students in districts sampled 

for the study. Only three of the nine districts included in the study had any online providers 

offering services (see Exhibit 8). Online providers served 28 students in one of those districts, 

five students in another and none in the third. 

40
Exhibit 8 

Types of Supplemental Service Providers 

Operating in Case Study Districts, Spring 2004 

Number of Providers, by Provider Type 

District 

Other

Private* 

FaithBased 

(private) 

Online 

(private) 

School 

Districts Colleges 

Other/ 

Unknown TOTAL 

Brooktown School

District 13 1 14

Plainfield School 

District 4 1 5

Redding School

District 6 6

Sunnydale School

District 9 1 10

Trainville School

District 5 5

Springvale School

District 8 1 3 12

Oakwood School 

District 5 1 6

Emory Public

Schools 

9 3 12

Longwood Public 

Schools 

25 1 1 27

Sample Total 84 3 7 3 0 0 97

Sample Percent 87 3 7 3 0 0 100

Nationwide Total 1,033 109 172 464 45 67 1,890 

Nationwide Percent 55 6 9 25 2 4 100 

* “Other private” providers were private providers that were not faith-based or online. 

Source: District brochures and U.S. Department of Education, Policy and Program Studies Service. “Supplemental

Service Providers on State Web Sites,” (May 3-5, 2004), unpublished database. 

Faith-based providers were also relatively rare; these providers served 60 students total in 

two districts. In a third very large district, the faith-based provider served fewer than 5 percent 

of the total number of students receiving supplemental services. The low incidence of both 

online and faith-based providers in the study sample is consistent with the small numbers of 

online and faith-based providers operating nationwide. 

In the case study sample, school districts made up a small proportion of all providers 

available to students, in contrast to the distribution of types of providers nationwide. 

Nationwide, IEAs, school districts and public schools make up 25 percent of all supplemental 

service providers (see Exhibit 2). Three of the nine case study districts—Plainfield, Sunnydale, 

41
and Longwood—had been approved by their states to offer supplemental services to students. 

These three school districts represented just 3 percent of the providers offering services in the 

nine sites. Other case study districts reported that they had decided not to apply to become

supplemental service providers because they anticipated that they would be identified for 

improvement under NCLB in one or two years, and at that point would become ineligible to 

provide supplemental services. District administrators saw little point in gearing up to offer 

services, only to have to stop providing them later on. 

However, school districts enrolled the lion’s share of students in two of the three 

districts where they were offering services. The district-sponsored tutoring programs in 

Plainfield and Longwood enrolled 49 and 76 percent of all the students participating in 

supplemental services, respectively (see Exhibit A-1 in the appendix for enrollments of all 

providers in all districts). District administrators in these districts explained that because these 

programs employed district and school staff that parents already knew and trusted, they had been 

quite successful in recruiting students. However, it is also possible that these districts recruited 

for their own program more aggressively, or created barriers to participation for the other 

providers. In the third district, Sunnydale, 10 providers each enrolled relatively large numbers of 

students (between 51 and 922), with the district’s program enrolling just 5 percent of the total 

(155 students). Sunnydale assigned each provider operating in the district, including the districtsponsored program, space in just one school. Parents typically chose to send their children to the 

provider operating in their child’s school, although they had the option to send their child to 

other providers in other schools as well. As a result, in part, of the district’s policy for assigning 

space in schools, there were five providers in the district with enrollments higher than the 

district’s own program. 

Organizing and Delivering Services 

Providers interviewed for the case studies required a minimum number of students to 

enroll at each site in order to make a program viable, although this minimum varied widely 

across providers. In most districts, providers did not offer services if demand was too low. As 

was the case in 2002-03, providers explained that they required a minimum number of students 

to enroll at each program site in order to cover their costs. For some providers the minimum 

number was 10 students per site; for others, the minimum was as high as 80. Competition for 

students could be intense in some schools. In one district, providers raffled off video game

players and other prizes to students who signed up for their services. 

In almost every one of the nine districts, at least one provider withdrew from a school or 

closed operations because the number of students interested in services was too low. In these 

cases, the district asked parents to select another provider. In a few cases, providers announced 

that they would no longer offer services in all the subjects originally promised. One principal 

explained that when a provider withdraws, it can have a negative effect on recruitment and 

attendance for other programs: 

42
Kids were really interested, but [the provider] didn’t have their numbers. We lost a 

bunch of kids that might have signed up for a better program. When they didn’t come in, 

that shocked a bunch of kids. 

Providers in the nine case study districts found it challenging in 2003-04 to hire and 

retain the appropriate number of qualified tutors to meet fluctuating demand. One provider in 

the study sample was serving 60 fewer students than had requested services because the 

company did not have enough teachers on hand to serve those students. Another provider was 

forced to let staff go when he experienced a steep drop in the number of students enrolled for 

supplemental services (from 100 in 2002-03 to 12 in 2003-04) as a result of actions taken by the 

district. (The district had closed a school where students were eligible for supplemental services 

the year before. Once enrolled in other non-identified schools, these students were no longer 

eligible for tutoring.) Yet another provider had suspended tutoring at one school in the study 

because the site coordinator and several staff members quit and students were no longer coming 

to tutoring. 

A large majority of providers sampled for the study offered their services at the school 

sites. In theory, providers serve students either off-site or at schools required to offer services in 

the district. Of the 24 providers included in the study sample, 18 provided tutoring in schools; 

four provided services off-site in their own facilities, at churches, or in a Boys & Girls Club site; 

and two ran home-based programs (see Exhibit A-2 in the appendix). Within districts, some

providers offered services at several different school sites. Other districts had assigned one 

provider to each school required to offer services. 

Just under half of the supplemental service providers included in the study sample 

provided students with transportation to and from tutoring, or transportation home from school 

sites (see Exhibit A-2 in the appendix). One district in the study sample decided to offer 

transportation to and from tutoring to all students in March 2003 in an effort to boost student 

enrollment in supplemental services. In two districts, all providers offered transportation as part 

of their services. In two other districts, parents could choose between providers who offered 

transportation and providers who did not. In these two districts, transportation did not seem to be 

a strong incentive for enrollment: providers in the study sample who offered transportation 

tended to have lower enrollments than providers who did not. 

Across the providers interviewed for the case studies, the total number of hours each

student spent in tutoring over the course of a school year varied greatly from provider to 

provider, depending primarily on provider costs. Supplemental services were typically offered 

after school for one to two hours a day, two to three times a week. Providers in the study sample 

offered tutoring anywhere from one to four days a week, with most offering services on two or 

three days each week. Nearly all tutoring sessions lasted an hour and none extended beyond two 

hours in one day. 

Although the frequency of services was relatively constant across providers, the total 

number of contact hours varied as a function of provider costs (see Table A-2 in the appendix). 

Districts paid providers a maximum amount equal to their per-pupil Title I allocation. Because 

the amount paid by districts to providers is limited in this way, low-cost providers were able to 

offer many more contact hours than high-cost providers in the same district. For example, in one 

43
large urban district, a provider whose per-pupil costs were $14 per hour offered a total of 100 

hours of tutoring for each student. Another provider in that same district whose per-pupil costs 

were $50 per hour offered a total of only 28 hours of tutoring per student. Across the 24 

providers interviewed for the case studies, total contact hours per student ranged from a low of 

18 to a high of 120. The average number of contact hours was 60, although the number varied so 

widely across providers that few could be considered “average.” At the rate of two to six hours a 

week, students tended to “cycle out” of supplemental services after 10-20 weeks. For example, 

if a student received one hour of tutoring three days a week (a total of three hours per week), he 

or she would accumulate 60 contact hours after 20 weeks. A student who received two hours of 

tutoring two days a week (four hours per week) would reach 60 contact hours after 15 weeks. 

Once providers had billed the maximum amount allowed per student, services ended. 

Provider costs and the total number of contact hours varied for a number of reasons, some

within the control of providers, some not. Staff costs varied, depending on student-to-tutor 

ratios, tutor qualifications (e.g., whether tutors were certified teachers or not), and local salary 

scales. Some districts allowed providers to use school buildings free of change, and others 

charged rent at various rates. Providers offering services off-site also paid rent at various rates. 

Providers who offered transportation home from tutoring incurred additional costs. District 

policies for reimbursing providers based on student attendance also affected the income

generated by each “slot” for supplemental services, and thus the number of hours of tutoring that 

could be provided to each student. 

In the case study sites, students often received supplemental services for one marking 

period or one semester, but typically they did not stay enrolled beyond that. As a result, 

providers who began services early served two cohorts of students in one academic year. 

A few providers had more unusual service arrangements, or offered their services in 

tandem with other after-school programming. In one large urban district where kindergarten is 

only offered for a half-day, a community-based provider was running a complementary 

afternoon kindergarten program for 15 students at one school with funding from supplemental 

services. The supplemental services allocation for these 15 students covered the salary of the 

tutor who ran the afternoon kindergarten class for the entire school year. (The tutor was paid 

outside the district’s salary scale, and overhead at this community-based organization was low.) 

Some providers organized their programs so that they could be attended in combination 

with other activities. One faith-based provider offered after-school programming from 3-7 p.m. 

Tutoring supported by supplemental services took place for one to two hours. In the time 

remaining, students could participate in character education, leadership development and drug 

prevention programs, music education, recreation, service learning, and field trips. Another 

provider offered tutoring services in tandem with several GEAR UP sites in one district. 

Children attending these programs enjoyed snack and free time immediately after school, 

received tutoring from supplemental service providers for an hour, and spent another hour on 

GEAR UP activities, all at the same site. Still another provider partnered with the local 

YWCA to offer recreational activities along with tutoring. Finally, a faith-based provider 

offered a half-hour non-denominational religious talk after tutoring for students whose parents 

had agreed to allow them to participate (no Title I or other federal funds were used to support 

this activity, however).

44
In 2003-04, tutoring was most often provided to students in small groups, and tutor-tostudent ratios ranged from 1:3 to 1:15. One-on-one tutoring was rare among the providers 

included in this study. More than half the providers tutored children in small groups of 5 to 10 

(see Table A-2). In a few cases, tutor-student ratios were as high as 1:15, and in others, two 

adults worked with groups as large as 24. In these cases, according to teachers interviewed for 

the study, class sizes in tutoring programs supported by supplemental services approached or 

exceeded class sizes during the regular school day. With groups this large, teachers used both 

whole-group instruction and individual seatwork to keep students engaged for the entire tutoring 

session. 

Student Attendance 

In 2003-04, student attendance continued to be a challenge, especially among middle 

and high school students. Supplemental services providers were responsible for tracking 

attendance and had negotiated different agreements with districts about how and whether they 

would be paid for no-shows. For example, some districts paid providers per session, and only 

paid for the days that students actually attended the program. Other districts paid providers per 

slot, and considered that slot filled as long as students attended at least one of every three days. 

Because providers tracked attendance in different ways across the nine case study sites 

(according to the terms of their agreements with districts), it was difficult to collect comparable 

information about attendance rates across sites. 

Providers in several districts reported that as programs became established, attendance

was higher and more predictable in 2003-04. However, most respondents observed that lack of 

attendance was still a problem. In one large urban district, one of the largest providers estimated 

that attendance on any given day ranged from 60 to 95 percent of students officially enrolled in 

services. In several middle schools visited for the study, teachers and principals reported that 

half or less of the students signed up for services attended on any given day. Both school staff 

and providers reported that many students who signed up for services never attended. 

Teachers reported that attendance at after-school tutoring was a problem even among 

students who had attended school during the day. They observed that student attendance was 

often better when services were provided in the school building. One teacher explained that the 

few minutes at the end of the school day could be crucial: 

It’s a problem if supplemental services are not school-based, because there is lots in the 

neighborhood to deflect kids’ attention. But when it takes place here and the bell rings at 

the end of the regular day, kids know where to go. If tutoring is outside the building, 

even if they provide transportation, if the bus isn’t right there at the right minute, the kids 

are gone. 

Several supplemental service providers offered incentives for students to attend 

regularly, and others were considering the use of incentives. For example, one middle school 

program offered students who completed 80 hours of tutoring a $75 retail gift card. Another 

45
provider awarded students tokens for daily attendance that they could then spend at the school 

store. 

Provider Curricula and Instructional Approaches 

The content and structure of tutoring services varied across providers within the same 

district, and across districts. According to the U.S. Department of Education’s non-regulatory 

guidance, supplemental services must consist of academic assistance such as “tutoring,

remediation and other educational interventions, provided that such approaches are consistent 

with the content and instruction used by the local education agency and are aligned with the 

state’s academic content standards” (ED, Aug. 22, 2003, p. 1). 

The content and structure of tutoring services varied widely, depending on the provider 

and in some cases, on the individual tutor. Most providers in the study sample offered services 

that focused on reading instruction; however, the instructional approach in reading ranged from

detailed diagnosis and scripted lessons to more general help with homework. Providers 

represented a range of philosophies and approaches to the teaching of reading and math. Many 

students took diagnostic assessments developed by the provider or built from state assessment 

items. The results of those assessments then dictated the instructional objectives to be covered in 

tutoring. Whole-group reading instruction could include guided reading of authentic literature, 

group discussions, and extension activities to help students develop oral fluency, build 

vocabulary, and improve comprehension. Other providers focused on developing phonics and 

decoding skills. Some providers offered self-paced worksheet programs designed to strengthen 

mastery of basic skills. Other providers did not use a prescribed curriculum, choosing instead to 

work with students on class work or home work, organizational strategies, taking notes in class, 

critical thinking skills, and test preparation. 

The following descriptions illustrate the range of approaches adopted by supplemental 

service providers in the case study sample. The providers highlighted below were chosen to 

represent the widest possible range of approaches. Descriptions were excerpted from provider 

brochures. 

• A national chain focuses on time and accuracy in mathematics instruction. Students 

take a placement test to determine a baseline level and build skills from there. The 

instructional approach aims to build confidence, establish a daily study routine, 

strengthen mastery of basic skills, and develop students’ ability to concentrate. To 

accomplish this, students complete worksheets to “learn by doing.” Students see an 

example illustrating a concept. This is followed by a simple exercise closely modeled on 

the example so that students quickly gain confidence as they work with the new concept. 

Students work at their own pace, and if they make too many errors or take too long to 

complete a worksheet, they must repeat it until they have mastered the concepts. 

• An in-home tutoring service offers K-12 tutoring in almost all subject areas, although 

reading and math predominate with a focus on critical thinking skills. The provider does 

not use a prescribed curriculum; tutors work with students on the district curriculum and 

46
on their class work or homework. Because testing makes many students anxious, the 

provider also offers a test preparation program to provide students with practice on 

multiple-choice and reading comprehension questions. Tutors are trained to work with 

students to develop their skills in writing, reading comprehension, information retention, 

and note-taking. In addition, tutors are trained to help students learn about the various 

types of tests they may encounter, as well as how to use reference materials, the library, 

or the Internet to obtain information. Tutors also learned to use Scholastic texts to teach 

students critical thinking skills, which is a district priority. 

• A large multistate provider offers reading and math instruction to students in grades K8. Instructors organize classrooms by grade level. Reading instruction includes a 

sequence of teacher readings of award-winning literature, group discussions, and creative 

extension activities to help students develop oral fluency, build vocabulary, develop 

comprehension, and maintain confidence. Students study math through sports, music, 

history, and personal experiences and hands-on activities to develop number sense, 

estimation techniques, and spatial sense. In addition, students learn how to collect and 

organize data and problem solve. A typical tutoring session might begin with what the 

provider refers to as “focus skills.” Students tackle a practice test question modeled after 

a statewide test question. The instructor then identifies the correct answer and explains

why this is the correct answer. Following “focus skills,” students spend one hour on 

reading and language arts or mathematics. The last 30 minutes of each tutoring session 

consists of individualized instruction that focuses on each student’s strengths and 

weaknesses, as defined by their pre-test assessment. 

• A small local provider offers students in grades K-8 one-on-one tutoring after school. 

Instruction focuses on reading, phonemic awareness, reading comprehension, written and 

oral expression, and spelling or mathematics. Although participants are not necessarily

dyslexic, the provider uses strategies designed for dyslexic students. Licensed instructors 

receive training in a research-based, clinically proven approach called Orton-Gillingham. 

Staff design sessions to match the individual student’s academic needs and learning style. 

The extent to which providers aligned their curriculum with state standards was 

unclear. According to the law, provider services must be aligned with state academic content 

standards. The providers interviewed for the case studies maintained that their curriculum was 

aligned with state standards; for their part, districts assumed that the state’s approval process 

ensured that tutoring services would be aligned with state standards. When asked what types of 

evidence providers had to demonstrate this alignment, some providers were unable to describe 

any. Others reported that they had conducted alignment studies and had purchased instructional 

materials to ensure that all state standards were covered. Other providers explained that they 

used state assessment results, or a diagnostic test based on the state assessment, to develop 

tutoring plans for individual students. 

Providers in at least three of the case study sites were using diagnostic assessments based 

on the state tests to determine the content of tutoring. In one district, for example, a state 

assessment score report and a district progress report was placed in each child’s file as a source 

of tracking objectives for tutoring sessions. As one tutor explained, “The [district] report is the 

basis of instruction.” (Providers in at least one other district complained that they could not get 

47
access to state assessment scores for their students.) Another provider used computer software 

with a built-in assessment to prescribe tutoring for individual students and to track progress. The 

provider explained, “If they don’t score an 80 [on the diagnostic assessment], they can’t move on 

to the next lesson.” Tutors reviewed the skills students had missed and re-tested to see if the 

score has improved. 

This focus on preparation for the state assessment is one way to draw clear links between 

tutoring services and regular classroom instruction. In one district, for example, a provider used 

state assessment program practice booklets in math and reading as instructional materials during 

tutoring. One middle school teacher who works as a tutor for this provider saw a clear 

connection between supplemental services and her own classroom teaching: 

I am able to tie what the students are doing in tutoring right back into what I am doing in 

the classroom. For example, the key words we use in the [tutoring] book line up with the 

words we use in the classroom. The [tutoring] book covers the same type of instruction 

[as I use in my class]. It will help my students with the [state assessment], especially my 

students that have test anxiety. They can say to themselves, ‘There is no reason to be 

nervous, I have done this already.’ 

When asked about the alignment of provider curricula with state or district standards, 

district administrators reported that they deferred to the state’s assessment of provider 

qualifications related to this issue. That is, district administrators assumed that states assessed 

the alignment of provider curricula with state standards as part of their provider selection criteria. 

With some exceptions, providers typically did not attempt to coordinate their 

instructional approaches with those being promoted by the districts where they were offering 

services. In one district, one provider had worked with district staff to build components of the 

district’s new literacy program into its tutoring services. This kind of collaboration between 

districts and providers was rare, however. District administrators in most of the sites we visited 

reported that providers did not explicitly align their services with district instructional 

approaches and improvement efforts. As one district administrator explained, “They are doing 

the best they can to align to state standards, but that is as far as most of the providers go.” For 

their part, district administrators had done little to assist providers to coordinate their services. In 

general, teachers and principals reported that they knew little about what tutors were doing after 

school, and that they had had little opportunity to coordinate instruction. 

In one district, the superintendent argued that supplemental service providers offered a 

valuable service by providing students with a different approach to instruction: “We’re 

obviously not getting the job done in the schools. We should be doing everything we can to 

make sure students have a chance to get something different in tutoring.” In several other 

districts, teachers and providers agreed that explicit coordination is less important than whether 

tutoring provides students with the requisite skills to help them succeed during the regular school 

day. In one district, school staff explained that although there was no direct connection between 

what students do in their regular curriculum and tutoring services, the services support much of 

the work students do at school. Teachers also agreed that the phonics work students were doing 

with one provider overlapped with what they were doing in their classroom. One teacher said, 

48
“There is definitely a link, and it provides struggling readers a chance to catch up.” A principal 

in another district explained: 

What I see providers doing and what I know is going on in classrooms is not a match. I 

do think it helps fill in some of the foundational gaps—yes, it does do that. I’m not sure 

it’s keeping abreast of where they’re trying to go. Maybe it has value in terms of shoring 

up the foundation—maybe it will help students move forward more rapidly. 

One provider took issue with the notion that supplemental services needed either to be 

fully aligned with district curriculum or to replicate what was happening in classrooms: 

The district gives us standards and it’s an unfair expectation that that in 30 to 50 hours 

[we will] teach the kids so that they [meet these standards.] That’s not our job. Our job 

is to fill the gaps and find the weak areas and hone in on those skills. We work [with the 

kids] so that the kids can work harder during the school day. We’re not a magic fix but 

just one piece of the puzzle. 

In at least two case study sites, the district’s approach to teaching reading differed from 

the approach used by providers in significant ways. One district, for example, was using the 

Open Court reading series, and school staff reported that providers’ approach to literacy 

instruction did not mesh well with the Open Court approach. An assistant principal in this 

district reported: 

[The providers’] thing is literacy and our teachers aren’t too happy about that because 

we have Open Court and the district works hard to be sure we are implementing Open 

Court correctly and it doesn’t match our [curriculum]. 

In the other district, providers’ focus on phonics and decoding skills contrasted with the districts’ 

emphasis on guided reading as the centerpiece of its new literacy program. 

Teachers in several other districts noted that some providers’ reliance on worksheets and 

traditional drills in both reading and mathematics bore little resemblance to their own beliefs and 

teaching practices. For example, one teacher commented: 

We are moving toward being cutting edge instructionally.... These teachers would teach 

algebra and trig using manipulatives because they know that is how kids learn best, 

especially these kids. The teachers are just appalled by [the provider].... If worksheets 

were the way to go, then these kids would have been scholars by now. 

Provider Staff 

The majority of providers interviewed for this study hire only certified teachers to staff 

their programs, typically from the districts where the provider was offering services. Fifteen of 

the 24 providers included in the study reported that a teaching certificate was a requirement for 

49
employment. A handful of providers had far less stringent staff requirements. For example, one 

provider had hired college students who were finishing teacher certification programs. 

About half of the providers interviewed for this study sought to hire tutors and site 

coordinators directly from the staffs of the schools where they provided services. Many 

providers went out of their way to recruit these teachers as tutors. Providers, teachers, and 

parents pointed out that teachers can be on-site immediately after the school day ends (rather 

than traveling across town to a tutoring job); they know the students and their parents; and they 

can strengthen the links between supplemental services and the teaching that takes place during 

the regular school day. Others had more mixed feelings, arguing, in the words of one provider, 

that the use of teachers from the same school was a “double-edged sword”: 

They know the ins and outs of the school. But I don’t think the children receive a fair 

shake because teachers can’t separate their biases and attitudes from the school day. 

One school used new, outside teachers, and we have seen a tremendous difference. 

Training and supervision of tutors in 2003-04 was not intensive. Most of the providers 

interviewed reported that tutors received between 4 and 20 hours of training at the beginning of 

the school year, prior to any students enrolling in the service. Tutors typically did not receive 

follow-up support during the school year. Many tutors interviewed for the study reported that 

some tutors skipped the initial tutor training. One problem was that most tutoring jobs were parttime, amounting to just a few hours a week. For that level of commitment, some tutors were not 

willing to invest large numbers of unpaid (or even paid) hours in training.

Two well-established, national providers reported that they check on tutors regularly and 

conduct formal evaluations of their performance. Other providers had no formal systems for 

supervising tutors. 

Communicating with Parents and Teachers on Student Progress 

Many teachers in the case study sites reported that they did not know which of their 

students were receiving supplemental services or from whom. Providers negotiated agreements 

to serve students with districts, but district administrators did not always pass on information 

about which students were receiving services to schools. As a result, many teachers only knew if 

their students were in tutoring if those students received services in the school building. In 

addition, few of the teachers interviewed for this study knew much, if anything, about what their 

students were doing in after-school tutoring. Teachers saw this lack of communication as a 

missed opportunity. They expressed the desire to collaborate with tutors on addressing the needs 

of particular students; some teachers also pointed out that they could help to make sure that 

students attended after-school tutoring sessions. 

Provider communication with parents and teachers was sporadic or informal and was 

seldom very effective. The supplemental service providers in the study sample said that they sent 

regular progress reports on students to districts as required under the terms of their contracts, but 

most of the teachers and parents interviewed for this study reported that they had not received 

50
any information about students’ progress. None of the teachers interviewed for this study 

reported getting formal student progress reports from providers. In cases where school staff also 

worked as tutors for supplemental service providers, they kept classroom teachers informed 

through informal conversations. 

A handful of providers had more formal mechanisms for communicating with regular 

classroom teachers. For example, one provider sent a three-page checklist to each child’s 

classroom teacher, asking the teacher to identify students’ strengths and weaknesses. In one 

school, supplemental service providers attended school faculty meetings. Some of the teachers 

and principals interviewed for the study said that they would have appreciated more feedback 

from providers. One principal commented: 

I have not gotten feedback from anyone; I thought I would get a report.... I would like to 

see what the baseline is—where did the kids start out based on their criteria for where 

students should be at any given point.... I’ll ask the tutor how those kids are doing.... but 

I would like it a bit more formal. 

Some providers in the study sample reported that they sent information on student 

progress home to parents monthly or every six weeks. Few of the parents interviewed for this 

study, however, recalled receiving these reports. Instead, they relied on their face-to-face contact 

with teachers at the school to stay abreast of their children’s progress in tutoring. Other 

providers reported that they preferred to communicate informally with parents. 

51
52
Parents’ Role in Supplemental Services 

Most parents of children receiving supplemental services were pleased that this resource 

was available to their children and expected that the additional help and personal attention 

promised by tutors would benefit their children. Of the parents interviewed who had not signed 

their children up for services, most had not done so because they did not know about the option. 

Parents relied heavily on their children’s teachers and other school staff to choose among 

providers. Parents’ assessments of the effectiveness of services were mixed. 

Context for Choosing Supplemental Services 

Parents weighed their options regarding supplemental services in the context of their 

judgments about their children’s educational needs and the option to transfer their child to 

another school under Title I. 

Most of the parents interviewed for the case studies expressed confidence in their 

children’s schools and teachers, despite schools’ continued Title I school improvement status. 

Parents expressed satisfaction with schools and teachers that they felt were caring and responsive 

to their children’s needs. Parents praised their children’s teachers for the extra support and 

attention they said that they provided to their children (for example, after-school tutoring), for 

calling frequently to discuss their children’s progress in school, and for demonstrating care and 

concern. They also valued schools whose office staff were calm, respectful, and welcoming to 

parents. Two comments reflected the sentiments of parents across nearly all of the schools 

visited for this study: 

This is the best school my child has even been in. The staff supervise the kids. If I have a 

complaint, the teachers are right on it. Both of my children are doing well here. 

Every teacher he’s had has been awesome. They’ve always been there to help, we’ve 

always been involved. All he has to do [now] is get his education. The teachers are 

always there to get questions answered. They are always there to help. 

In the small number of cases where parents were not happy with their child’s school, this 

sense of responsiveness and connection was missing. 

Where parents were aware of the Title I school improvement status in their children’s 

school, they explained that this designation had little impact on their assessment of the school. 

One group of parents pointed out that school scores had been improving every year (just not 

enough to make AYP). Another parent explained that she had little interest in reviewing the 

school’s report card: 

My thing is, [the staff who put together report cards] have more than one student to deal 

with. I just go by my one. As long as he’s getting what he needs, I don’t care what 

whoever says about my school. 

53
Most parents were aware of the public school choice options available to them under 

Title I of NCLB, but few parents had seriously considered transferring their child to another 

school. With prompting, most parents interviewed for this study remembered a letter sent to 

them at home at the beginning of the school year, informing them of the opportunity to transfer 

their child to another school in the district. Some parents did not know about their choice 

options, and parents in one district thought that they would have had to drive their children to 

school if they transferred. 

When asked about moving, however, most parents expressed allegiance to their current 

school and explained that they would not want their children to transfer. Some parents wanted 

their children to attend school nearby and in the community, and saw little benefit in sending 

their children to another school farther away. Other parents were reluctant to send their children 

to a school staffed by teachers they didn’t know. As one parent explained, “I like the teachers 

here. They communicate with me, they wave. My kids are shy, they would shut down in a new 

environment.” Still others decided to stay in their current school and try supplemental services. 

One parent explained: 

I started calling because I knew they were supposed to offer transfer options when a 

school didn’t make AYP. I couldn’t get any answers from the superintendent. It took 

days for the district to call back. . . . However, with the new program, I thought I may as 

well give the new program a try. 

Several parents reported that they had investigated alternative schools and had decided 

against them because they were too far away, in run-down or poorly equipped buildings, or 

because they had a bad reputation among parents. 

Parents’ Criteria for Selecting Providers 

In 2003-04, many parents reported that they had received enough information to 

choose good providers for their children; nearly as many, however, reported that they knew 

little or were confused about the services available to them. By carefully studying the provider 

brochures sent out by districts, some parents were well-informed about the services offered by 

various providers. For these parents, choosing a provider was fairly straightforward. As one 

parent described it: 

The packet came home at the beginning of the year, and we had to choose two of them. I 

read over the package and picked a program. It had all the subjects he was having 

trouble in. It seemed to be a great program, and I wanted to try it out. 

Other parents reported that they had attended open houses where providers had made 

presentations, or that they had spoken with providers at their child’s school. In several schools, 

providers had become a regular and visible presence, attending back-to-school nights, PTA 

meetings, and other school events, making presentations in classrooms, and talking with parents. 

These face-to-face contacts were crucial sources of information for some parents. 

54
In at least four districts, however, many parents were confused about the services 

available to them. Some parents interviewed had no memory of receiving the district’s letter and 

provider brochures, even when they lived in districts that had sent out multiple mailings. Some

parents were not clear about the range of choices available; they did not realize that they could 

have selected a provider other than the one operating at the school, or they assumed that the two 

or three providers most visible in the school were the only choices available. As one parent 

commented, “You didn’t know that there were 16 providers.... I assumed that [the largest 

provider at the school] was the only provider.” Other parents didn’t know how to proceed when 

the provider they wanted for their child ended up not offering services, or there was no 

transportation available. Finally, some parents were surprised to discover that supplemental 

services were only available to students from low-income families. Because some districts had 

sent letters to all parents in schools required to offer services and advertised in the local media, 

parents expected that supplemental services would be available to every child who wanted them. 

Some English language learners’ parents did not fully understand how to select 

supplemental services for their children. In one large district with a majority of Latino parents, 

parents relied almost exclusively on word-of-mouth and advice from teachers and other parents 

in making decisions concerning the education of their children. While the Title I site coordinator 

had interviewed and spoken with parents about supplemental services, none of the teachers had. 

Parents paid careful attention to teacher and principal recommendations in deciding to 

sign their child up for services and in choosing a provider; teachers employed by supplemental 

service providers played a key role in recruiting parents at their schools. In at least two 

districts, schools where teachers and the principal were actively involved in recruiting parents to 

sign up for services had much higher participation rates than schools where teachers and the 

principal were less active. In many schools, teachers who also worked for supplemental service 

providers were a key point of contact for supplemental services in those schools. Many parents 

reported that they had signed their children up for a particular provider because a teacher who 

worked for that provider had encouraged them to do so. For these parents, a major draw was the 

fact that a teacher they knew and trusted was involved providing services. One parent explained 

her reasoning as follows: 

There were two or three different [programs to choose from], and this one seems like the 

better one. Ms. Smith [a teacher who is also site coordinator for one supplemental 

services provider] was one reason. [My son] has had her off and on since sixth grade. I 

could talk to her, ask questions. I liked the idea of her being there, as opposed to 

someone else. 

In other schools the principal or the Title I parent coordinator acted as a gatekeeper, directing 

parents to one or two providers based on their knowledge of the providers and of student needs. 

As one parent explained: “[My son] has speech problems... [the principal] told me where to put 

him.... I told her that was fine.” 

In addition to teacher recommendations, the parents interviewed for the case studies 

considered location, hours of operation, and availability of transportation in selecting 

providers. Parents tended to consider those providers offering services in their child’s school 

first; among the parents interviewed, almost none sent their children off-site when given the 

55
choice to have their children attend tutoring at the school. In at least one district, providers 

moved on-site because they believed this would make their program more attractive to parents. 

In a couple of districts, providers that offer services in students’ homes were also an attractive 

option for some parents. Parents reported that the availability of transportation to and from the 

school was critical in selecting a provider. Still other parents selected providers that would keep 

their children until 6 p.m., when they could pick them up after leaving work. 

Parents looked for providers who would keep their children productively engaged after 

school, give them individualized attention, and help them with their homework. In explaining 

why they had signed their children up for services, parents said that they sought to keep their 

children occupied and safe in the afternoon. These parents explained that any “extra learning” 

would benefit their children. Finally, parents explained that they hoped tutoring would give their 

children the structure and extra attention lacking during the regular school day and at home. 

Parents’ comments on these themes included: 

Tutoring is good for any kid because they get more attention. [My daughter] says 

teachers don’t have time for her.... She needs extra help. 

Teachers are doing a yeoman’s job, but this generation of kids is hard to work with. 

There’s a lack of discipline, a lack of love, a lack of attention. Kids want that attention. 

They are not getting education from their parents, or getting someone to listen to them, 

getting attention. We need to encourage parents to put their children in the 

[supplemental services] program. 

They discipline the kids. Little boys need that extra discipline. They make him sit down, 

before he gets involved with other things.... They make him do homework, they stay on 

top of kids to get homework done. They know what we have to deal with.

Parents across districts also explained that the help children received with their 

homework in after-school tutoring was an important feature of these services. In one district, 

several of the providers added some time for homework help to their daily routine in response to 

parent demand. In another district, parents complained that some providers focused only on 

helping students develop their academic skills, while others also helped students with their 

homework. 

Some parents selected providers based on the number of hours of service they offered, 

the subjects they taught, and student-to-tutor ratios. These parents typically had studied the 

brochure and provider information mailed out by districts. Among the parents interviewed they 

tended to be the exception, however. 

Parents who elected not to enroll their children in supplemental services did so for 

many reasons. In many cases, parents found other after-school options more accessible, more 

convenient, or more appropriate for their child. Many parents thought that their children were 

already getting enough extra help from the regular after-school program or informal tutoring 

offered by classroom teachers. Several parents had considered supplemental services but opted 

for other programs instead. For example, one parent chose the after-school math program at her 

daughter’s school because it was already underway and would last longer than supplemental 

56
services. Other parents opted for their children to participate in sports, other recreational 

activities, or church-based activities after school. Finally, one parent doubted that supplemental 

service providers would address her son’s special needs: 

My son is special education, other kids [from the school] are in the magnet program. 

How can they teach him the same as the magnet kids? It wouldn’t make a difference, he 

would just start getting frustrated.... Another reason I didn’t get back into it, they didn’t 

say anything about his needs, they just said it was an after-school program. 

Several parents expressed concern about having their children stay in the school building 

after hours or travel home late in the afternoon; due to issues of safety, these parents had elected 

not to sign their children up for services. 

In still other cases, parents simply did not know enough about supplemental services to 

enroll their child. These parents remembered receiving a letter and a brochure but were unsure 

how to sign their children up. A parent coordinator at one school, who had been calling parents 

and urging them to sign up their children if they qualified for supplemental services, reported 

that parents were confused by the application and said that they didn’t know enough about the 

providers to choose among them. Other district and school staff noted that parents facing a 

choice among many providers, like most consumers, were sometimes overwhelmed by too many 

options. 

Finally, some parents wanted to enroll their children in supplemental services but had 

been told that their children were not eligible, either because they were not eligible for free or 

reduced-price lunches or because their children were too high-achieving (although all children 

eligible for free or reduced-price lunches should have been offered services).9

 A group of 

parents whose children were not receiving supplemental services at one high school complained 

about the lack of support structures in place in the school for students who weren’t performing 

poorly but who still needed some extra assistance. 

For most parents, supplemental services were just one option among many possible, 

and equally attractive, after-school activities. As they had in 2002-03, the five districts included 

in the study sample in both years of data collection continued to offer other local, state, and 

federally funded after-school programs that operated in tandem with supplemental services. In 

2003, the study reported that many parents saw no difference between supplemental services and 

other after-school programs offered by their child’s school. But in 2003-04, most parents knew 

the names of the most active supplemental service providers and most understood that their 

services were distinct from other after-school programs operating at the school. In two districts, 

parents could describe the differences between supplemental services and other programs (e.g., 

differences in goals, daily routines, activities). 

However, parents interviewed for this study still tended to regard supplemental services 

as one possible option among many. Some parents reported that they had signed their children 

up for supplemental services as well as for other after-school and extracurricular programs. 

Parents spoke highly of arrangements where students could receive tutoring through 

 

9

 U.S. Department of Education Non-Regulatory Guidance on supplemental services (Aug. 22, 2003, Item F-1). 

57
supplemental services and participate in more recreational after-school activities on the same

day. For example, one parent explained that her son each day had an hour of tutoring with a 

supplemental services provider followed by an hour of track practice. Other parents had children 

attending both GEAR UP and tutoring from supplemental service providers on the same day. 

Still other parents were eager to have their children participate in all kinds of programs. The 

following comment was typical: 

I have two kids in seventh and eighth grade. They are getting after-school services, but I 

don’t remember what. I think I’m signed up for three or four things, I don’t know. I 

think Tools of Empowerment is one of them. 

In several districts, parents reported that they did not receive their first choice of 

provider. In two districts, parents reported that their children had been assigned to providers that 

they had not requested. The reasons why children were switched were not clear to parents. One 

parent explained: 

I signed up for [one provider]. I never heard back from [that provider]. The choice was 

made for me; [another provider] was selected. It didn’t matter to me. . . . I just wanted 

the tutoring.

Administrators in these two districts explained that providers either didn’t show up to provide the 

services or did not have a high enough demand to justify offering the services. In two other 

districts, providers closed down or withdrew from a school, and parents were asked by the 

district to select other providers. 

Parent Satisfaction with Provider Services 

Parents whose children had been receiving services for some time had somewhat mixed 

reactions. Some were satisfied with the services and credited them for improvements in their 

children’s performance; others reported that the services had provided little benefit. 

The parents interviewed reported that they had received little information from 

providers about their children’s activities or progress in supplemental services. With few 

exceptions, the parents interviewed reported that they had received no written reports and no 

other information back from providers about work completed during tutoring sessions or 

student progress. Several parents reported that they relied on their child’s teachers to keep 

them informed. Others said they had no idea what their child was doing after school. 

Nevertheless, many of the parents interviewed reported that they were satisfied with 

the services their children had received and believed that after-school tutoring had helped 

their children. Across districts, parents provided numerous examples of the ways that their 

children had benefited from supplemental services. Some parents noted that their children’s 

grades had improved. Others pointed to improved math or reading skills. Still other parents 

credited tutors with improving their children’s attitudes toward school. Typical comments 

included the following, from five satisfied parents in five different interviews: 

58
My son came to this school at the end of last year and he was behind. His teacher 

always tells me what he needs help with. So going to tutoring helped him. He doesn’t 

count with his fingers anymore. He slows down and pays attention more. I can tell 

when I see his work. 

In math he’s made great progress now that he’s coming home and doing homework. 

He’s doing much better and is eager to do math worksheets. 

Before, when he started he didn’t know how to read. Right now he is reading better. 

Even in the one month. Between this and working with him at home he is improving. 

I don’t always have time for attention about homework. He gets his homework done, it 

tires him out. I don’t have to worry about a lot of different things. He’s keeping his 

grades up, it helps him open up more. 

I don’t have to drag my kids to school anymore. 

Several high school parents in one district appreciated the fact that their children had earned 

high school credit for participation that would allow their children to graduate on time. 

Other parents reported that they observed little benefit from the services. Some

parents reported that they were disappointed with the services and saw no improvement in their 

children’s reading and math skills. Others questioned whether a few extra hours of tutoring 

each week could really be expected to make a difference for their children. A few parents 

objected to the instructional approach of the providers they had selected. Comments from

these parents included: 

Two hours per week is not enough for these kids. They need more attention. [It] is too 

soon to make a decision [about whether the program] is good or if I like it or don’t like 

it for our kids. 

I don’t see any improvement—she still counts on her fingers in the fifth grade.... Her 

reading is still not what it should be. . . . There’s no way she could read a Harry Potter 

book. 

To me, it’s like he’s working on his own when he’s there. He goes in and does his 

worksheet and times himself. Then they want me to check his work—but sometimes I 

don’t have time to do all that and fill out the form. Why do I have to go over his work 

and record his grades—what are they being paid for? 

I thought kids would get help in tutoring with homework. But they are doing something 

completely different and have to come home and then do homework. 

As in 2002-03, parents in some districts complained about the length of time between 

making a selection and receiving services. In the 2002-03 study sample, some parents reported 

that the amount of time that elapsed between the services being offered to them and services 

being provided was too long. A year later, a number of parents interviewed in the study sample 

had the same complaint. In several districts, parents returned their initial interest form in 

59
September or early October, but services for children did not start until November or December. 

Several parents complained about the time lag, noting that it was easy to lose track of what 

providers they had signed up for and when they were supposed to be meeting. In one district, 

services did not start until March.10 By contrast, parents in another district were pleased that 

services were up and running so much earlier in 2003-04. One parent noted with satisfaction, 

“As soon as we got the form [from the provider we selected], we sent it back and the tutoring 

started right away.” 

 

10 This district was offering services for the first time in 2003-04. The state did not finalize the list of schools where 

students would be eligible for supplemental services until September. The district did not complete negotiations on

provider contracts until late January, and providers needed approximately six weeks to enroll students and organize 

services. 

60
Conclusions

After nearly two full years, there were signs that the case study states, districts, schools, 

and providers had overcome some of the initial trials associated with getting a new set of 

services up and running. There was ample evidence that the states, districts, and providers had 

learned from their experience: some of the challenges faced with respect to identifying 

providers, identifying eligible students, and notifying parents were not as serious for districts 

included in the study sample in 2003-04, compared with the set of districts in the sample in 

2002-03. Nevertheless, challenges remained. The following highlights the progress states, 

districts, schools, and providers made in implementing supplemental services in 2003-04 as well 

as some of the challenges they confronted. 

Implementation Progress 

By 2003-04, the states in the case study sample had established routines for reviewing 

applications and had succeeded in getting lists of providers out to districts sooner in the school 

year. With each round of applications, new entities expressed interest in becoming providers, 

and the list of choices continued to expand, both statewide and within districts. States continued 

to work on developing systems for monitoring provider performance, although efforts were still 

limited. 

District responsibilities for implementing the supplemental services provisions of NCLB 

continued to challenge district administrators in the case study sites, but many had developed 

systems and methods for streamlining operations and procedures so as to simplify their work and 

to provide supplemental services to families sooner. Among the more significant developments 

for these districts was the deliberate and ordered inclusion of schools in the work of 

implementing, coordinating, and monitoring supplemental services. 

Sampled providers learned that there were significant advantages to offering 

supplemental services in schools, and to using, where possible, teachers from the same school 

building as tutors. Providers in some districts were beginning to make connections with parents 

and earn the recognition and respect of local communities. Better-established providers were 

beginning to explore strategies for improving attendance rates. 

Supplemental services provided in the nine case study sites suggest a basic format that 

applied in most cases, although there were exceptions. Tutors generally worked with students in 

small groups. Providers offered tutoring immediately after school, two to three times a week, for 

sessions lasting one to two hours. The total number of hours each student received ranged 

widely, from a low of 18 to a high of 120. However, most students tended to “cycle out” of 

supplemental services after 10-20 weeks. 

In 2003-04, many of the parents interviewed for the study reported that they had received 

helpful information about the services available to them, especially from teachers and face-toface contacts with providers. Many of the parents interviewed reported that they were pleased 

61
with the services their children had received, and believed that their children had benefited from

the tutoring provided. 

Implementation Challenges 

Despite incremental progress, significant challenges remain to the successful 

implementation of the supplemental services provisions of NCLB in the case study sites. As 

states, districts, schools, and providers move forward, the following issues remain, and suggest 

areas in which support and guidance are needed: 

• Increasing participation rates: Some districts had undertaken extensive and 

imaginative efforts to enroll students in supplemental services, with only moderate 

increases in participation rates to show for it. Districts likely will need to step up 

their outreach efforts as well as develop more effective ways to communicate with 

parents about services if they are to reach higher participation rates. Outreach should 

become easier for districts as providers become established in the communities they 

are trying to serve and as they develop a positive reputation with parents. Allowing 

providers to use school facilities appears to help to boost participation, as many 

parents prefer their children to attend tutoring at their schools. 

• Evaluating provider performance: Monitoring and evaluation of providers 

continued to be a challenge. State administrators wondered what criteria they should 

use to evaluate provider performance, and were searching for some useful 

benchmarks for assessing provider quality and impact. Both states and districts 

reported that they would appreciate guidance or examples of key indicators of quality.

• Improving communication with parents: Districts had clearly improved the quality 

of their communications with parents in 2003-04, with letters home that were much 

more family-friendly, as well as the quantity and variety of their efforts to

communicate with parents. Even so, many parents in focus group interviews had 

only a vague idea about what might be available to them. Communicating effectively

with parents is an art, and districts need to continue to refine their outreach efforts. 

This is an area where districts pay close attention to ideas and examples from other 

districts and where identification and circulation of good models could be beneficial.

• Managing administrative costs: Most district administrators continued to express 

concern about the costs of implementing supplemental services. Significant costs 

were associated with the mailings to schools and parents, working with the providers, 

and writing provider contracts. 

• Payment to providers when student attendance is uneven: Attendance in afterschool programs is always uneven. Both districts and providers struggled with 

determining who should bear the risk when students do not attend tutoring regularly. 

Both districts and providers noted the need for district payment policies that ensure 

providers are paid fairly and predictably, while at the same time ensuring that 

62
providers are not paid for students who do not receive tutoring. Districts in the case 

study sample had developed a variety of policies for dealing with attendance in 

payment to providers; this is an area where they could benefit from some guidance 

from the states and the U.S. Department of Education. 

63

Appendix

A-1 
Exhibit A-1 

Characteristics of All District Supplemental Service Providers, 2003-04 

Type of Provider 

Cost of Services per 

Contact Hour

Number of Contact 

Hours Per Student 

Number of 

Students

Served 

Tutoring Format (small 

group, individualized, etc.) 

District: Brooktown School District Other private (national) $22 43-45 14 Small group Other private (national) $32 30 1 Individualized Other private (national) $12 100 295 Small group Other private (national) $20 30-40 14 Small group Other private (national) $30 34 841 Small group Other private (multistate) $40 24-25 85 Individualized Other private (local) $15 48-60 3 Small group Other private (local) $40 25 21 Small group Other private (local) $250/mo. 24-60 28 Individualized Other private (local) $11 57 123 Small group Other private (local) $ 5 150 9 Small group Other private (foundation) $22 45 30 Small group School district $15 32 or 64 290 Small group Faith-based $26 18 23 Individualized District: Plainfield School District Other private (national) $31 38.6 41 Small group Other private (multistate) $20 59 12 Small group Other private (local) $ 5 256 26 Small group Other private (local) $10 120 26 Small group School district $ 7 162 100 Small group District: Oakwood School DistrictOther private (national) $20 96 5 Online, Web-based Other private (national) $35 56 386 Individualized; small group Other private (multistate) $25 80 (recently added 40 

hours of instruction) 

250 Large group 

Other private (local) $27 72 20 All Other private (local) $16 120 285 Individualized Other private (local) $ 9 204 53 Individualized; small group 

A- 2
District: Sunnydale School District 

Other private (national) $15 68 291 Small group Other private (national) $35 30 91 Small group Other private (national) $30 40 110 Small group Other private (national) $30 40 922 Small group Other private (local) $31 39 51 Small group Other private (local) $18 66 479 Small group Other private (local) $20 60 79 Small group Other private (local) $40 30 186 Small group School district (local) $12 86 155 Small group Other private (local) $17 70 436 Small group District: Springvale School District Other private (national) $35 30 0 Other private (multistate) $14 100 149 Large group Other private (multistate) $14 100 149 Large group Other private (multisite within state) 

$41 40 124 Small group 

Other private (multisite within state) 

$15 88 0 Online 

Other private (local) $48 30 5 Individualized Other private (local) $50 28 0 Virtual tutoring Other private (local) $20 70 0 Online Other private (local) $40 35 0 Other private (local) $11 557 0 Kindergarten Other private (local) $28 38 20 Small group Other private (local) $33 42 0 Faith-based $50 28 37 Small group 

A- 3
District: Emory Public Schools 

Other private (national) $35 30 hours 60 Small group Other private (national) Charge $1,520/ 

student/year 

0 Small group 

Other private (national) $1,520/student/year 36 18 Individualized instruction,

max 3:1

Other private (national) $10-$13 per session, 

$20-$25 per week

Up to 69 hours 6 Individualized 

Other private (multisite within state) 

$50 30 hours 11 Online 

Other private (multistate) 1 to 1 ($40/hr.) 4 to 1 

($25/hr.)

Average of 30-35 hours 25 Individualized /small group 

Other private (multistate) $20 Up to 76 hours 0 Online Other private (local) $25 53 hours 8 Small group Other private (local) $30 Up to 51 hours 0 Primarily individualized—

maximum of 3 for groupactivities 

Other private (local) $22 Up to 65 hours 17 Online Other private (local) $60 Up to 25 hours 1 Individualized Other private (local) $14 Up to 109 hours 7 Individualized, workshops 

and small groups of 3:1 

District: Redding School District Other private (national) $48 25 155 Individualized Other private (multisite within state) 

$57 24-34 45 Small group 

Other private (local) $40 34 66 Small group and 

independent work

Other private (local) $34 40 70 Small group Other private (local) $47 28 74 Individualized District: Trainville School District Other private (national) $44 30 210 Small group Other private (national) $44 30 55 Small group Other private (multisite within state) 

$44 30 80 Small group 

Other private (local) $12 115 150 Small group and 

individualized

Other private (local) $44 30 80 Small group 

A- 4
District: Longwood Public Schools 

Other private (national) $40 30 104 Individualized tutoring Other private (local) $40 30 1,300 Small group and 

individualized tutoring 

Other private (local) $40 30 528 Individualized tutoring School district $40 30 9,000 Small group Faith-based $40 30 900 Small group and 

individualized tutoring 

A- 5
Exhibit A-2 

Characteristics of Sampled Supplemental Service Providers, 2003-04 

Provider Location Transportation

Total 

Number of 

Contact

Hours Per 

Student 

Frequency 

of Services 

Tutoring

Format 

Student: 

Tutor 

Ratio 

Content and 

Grades Served 

District: Brooktown School District Provider A (school district) Multiple schools No 32 or 64

1 hour 30minutes; 2 times a week 

Small group 

12:1 Math, reading

Provider B (national) Multiple schools No 34 

1 hour; 2 times per week 

Small group 

6:1 Reading 

Provider C (faithbased) Off-site Yes 18 1 hour; 1 time per week Individual 1:1 Homework help District: Plainfield School District Provider A (national) One school No 38.6 

1 hour; 2 times per week 

Small group 

Up to 10:1 Math, K-4 

Provider B (multistate) 

In home or location incommunity (e.g. library) 

No 59 Small 

group 

4:1 Guided reading, K-5 

Provider C (school district) One school No 162 

1.5 hours; 3times per week 

Small group 

5-10:1 Guided reading, K-4 

A- 6
Provider Location Transportation

Total 

Number of 

Contact

Hours Per 

Student 

Frequency 

of Services 

Tutoring

Format 

Student: 

Tutor 

Ratio 

Content and 

Grades Served 

District: Oakwood School District Provider A (national) Multiple schools Yes 120 

2 hours; 4 times per week 

Large group 15:1 

Test preparation,reading/ language arts,homework help;K-8 

Provider B (local) Off-site Yes 120 

2 hours; 3 times per week 

Individualtutoring, computer software 

3:1 

Mathematics, reading; gradesK-12 

Provider C (national) Off-site Yes 56 

1-2 hours; 4 times per week 

Individualtutoring, small group 

8:1 

Mathematics, reading, recreational activities; grades K-12

District: Sunnydale School DistrictProvider A (local) 

One school, serving students from other schools as well 

No 66 

1.5 hours; 2times per week 

Small group 

10:1 Reading, math in grades 1-12 

Provider B (national) 

One school, serving students from other schools as well 

No 68 

2 hours; 3 times per week 

Small group 

15:1 Reading, math in grades 2-6 

Provider C (local) 

One school, serving students from other schools as well 

No 86 

1.5 hours; 2times per week 

Small group 

6:1 Reading, math in grades 1-6 

A- 7
Provider Location Transportation

Total 

Number of 

Contact

Hours Per 

Student 

Frequency 

of Services 

Tutoring

Format 

Student: 

Tutor 

Ratio 

Content and 

Grades Served 

District: Springvale School District Provider A (local) Off-site Yes 28 

1-2 hours; 4 times per week 

Small group 

10:2 

English,reading, math, K-8 

Provider B (national) Multiple schools Yes 100 

1 hour 45minutes; 4 times per week 

Large group 15:1 Reading and math, K-8 

Provider C (multisite within state) Multiple schools No 40 

1 hour 30minutes; 3 times per week 

Small group 

8-10:1

Reading, writing, math, study skills K-8 

District: Emory Public Schools Provider A (multistate) 

In-home or community location (e.g., library) 

Yes, beginning 3/04

Varies per student; up to59 hours, onaverage, 30-35 hours

1-3 hours perweek 

Individual/small group 4:1 

Homework help, math, reading—individualizedbased onstudent’s needs,grades 1-8 

Provider B (national) Multiple schools Yes, beginning 3/04 30 hours 2 hours; 1 time per week Small groups 4:1 Reading and Math, grades 1- 8 Provider C (national) Off-site Yes, beginning 3/04 Up to 69 hours 1⁄2 hour; 2 times per week Independen t work

Tutors available if students need assistance 

Math andreading comprehension,grades 1-8 

A- 8
Provider Location Transportation

Total 

Number of 

Contact

Hours Per 

Student 

Frequency 

of Services 

Tutoring

Format 

Student: 

Tutor 

Ratio 

Content and 

Grades Served 

District: Trainville School District Provider A (national) Multiple schools No 30 1.5 hours; 2 times a week Small group 

6:1 (buttwice that inoneschool) 

Math for grades 1-6 

Provider B (national) Middle school No 30 1.5 hours twice/week Small group 10:1 Math and language arts for grade 6-12 Provider C (local) Elementary school No 115 3 hours a week Small group 10:1 

Reading, math, and homework help for grades1-6 

District: Longwood Public Schools Provider A (school district) Multiple schools No Approx. 32 hours 3 1⁄2 hours; 1 Saturday a week Small group 5:1 Reading, ESL, Math for grades 1-12 Provider B (national) Multiple schools No Approx. 30 hours 2 hours per week Individual 1:1 Math and lang. Arts for grades 1-12 Provider C (faithbased) Multiple schools No 30 hours 2 hours per week Individual 1:1 Math and lang. Arts for grades K-12 Provider D (national) Multiple schools No 28 hours 4 hours per week Individual or small

group 

1:1 to 4:1 

Math and lang. Arts for gradesK-12 

Provider E (local) Multiple schools No 40 hours 3-4 hour per week One on one 1:1 Math and lang. Arts for grades K-12 

A- 9
Provider Location Transportation

Total 

Number of 

Contact

Hours Per 

Student 

Frequency 

of Services 

Tutoring

Format 

Student: 

Tutor 

Ratio 

Content and 

Grades Served 

District: Redding School District Provider A (local) Multiple schools Yes, to home 34 one hour sessions 2 hours; 2 times a week 

Small group andindependentwork 

5:1 

Math and lang. Arts for gradesK-8 

Provider B (local) Multiple schools Yes, to home About 40 2 hours; 2 times a week Tutoring in groups of 5 5:1 

Math and lang. Art skill andhomework helpfor K-8 

Provider D (local) Multiple 

schools Yes, to home 28 2 hours; 2 times a week Individual 5:1 Math and lang. Art skill and study skills K-8 

A- 10
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