Supplemental educational services (SES) are a major federal intervention introduced by the No Child Left Behind (NCLB) Act of 2001. Public schools that have not made adequate yearly progress in increasing academic achievement for three years are required to offer children in low-income families the opportunity to receive extra academic assistance in the form of SES. Tutoring must be provided outside of the school day, and states are urged to promote expansive choice in registering nonprofit, for profit, faith based and community organizations. Click About Us to learn more about our evaluation of SES.

SES has the potential to become a valuable tool for helping schools narrow the achievement gap and improve educational outcomes and opportunities for poor and minority students. Little is known however, however, about what types of SES programs are most effective and how SES might work to maximize its potential benefits for disadvantaged students. A primary goal of the study is to examine the net impacts of SES on student achievement and to identify the design and context factors that contribute to these effects.


This project is a joint effort of the Center for Health and Social Policy at Lyndon B. Johnson School of Public Affairs, University of Texas at Austin, the Rossier School of Education at the University of Southern California, and the Wisconsin Center for Education Research and Value-Added Research Center at the University of Wisconsin-Madison.