On this page:
- What does SES mean for policymakers?
- What role do state policymakers play in SES?
- States identify eligible schools
- States identify providers
- States monitor providers
- What role do district policymakers play in SES?
- Districts inform families
- Districts contract with providers
- How can districts and states work together to improve SES implementation?
- How can policymakers use this website?
SES for Policymakers
This page offers district and state policymakers information about supplemental educational services specific to their needs. It also offers tips on how to use this website.
What does SES mean for policymakers?
SES requires districts and states to take on new roles and responsibilities in working with providers and families. District and state policymakers play a key role in helping make sure that SES provides children the extra academic help and individual instruction they need. Ultimately, states and districts can use SES to help children become more productive, successful students in their school and support teachers’ and principals’ efforts to improve schools.
For a quick overview of roles and responsibilities for SES, click here.
What role do state policymakers play in SES?
Basically, state education officials are responsible for determining who is eligible for SES. States:
- Identify eligible schools.
- Develop lists of approved SES providers.
- Share this information with districts.
- Monitor state-approved providers offering SES services.
Visit our SES by State page to access a profile of SES implementation in each state.
States identify eligible schools
As part of the No Child Left Behind Act, states are required to set definitions of adequate yearly progress (AYP), the minimum performance that districts and schools must reach every year on state achievement tests. Title I schools that don’t make AYP for at least three years must offer SES to students. States must publish these lists of schools.
States identify providers
Each state develops a list of potential SES providers. Each state creates an application and establishes criteria for approving providers. At a minimum, states must require a program to demonstrate that it:
- Has a proven track record of raising student achievement in academic subjects (such as reading and math).
- Offers high-quality, research-based instruction focused on improving student academic achievement.
- Offers services that are in line with state standards.
- Is financially sound.
- Complies with Federal, state, and local health, safety, and civil rights laws.
States set their own application timelines but must give providers an opportunity to apply for state approval at least once a year. When reviewing provider applications, states can work to include input from district representatives, parents, teachers, and business and community partners.
Once a state reviews applications, it must publish a list of approved providers, broken down by the district(s) in which the providers can serve. This list should at least indicate for each provider:
- Subject areas (such as reading or math) and grade levels covered.
- Provider’s track record in raising student achievement.
- Qualifications of the tutoring staff.
- Where and when the services are offered.
- Provider’s ability to meet the needs of students with disabilities or who are English language learners.
- Provider's contact information.
For more information about how to work with potential SES providers, check out The Providers’ Toolkit for Supplemental Educational Services [PDF]. The SESQ Center developed this Toolkit to offer potential or current SES providers practical, step-by-step tips, tools and resources on designing, delivering, marketing, managing, and evaluating an SES program. For a free PDF version, click here.
States monitor providers
States are required to set their own standards for monitoring the quality and effectiveness of provider services in raising student achievement in academic subjects, such as reading and math. These standards will be consistent with the criteria set forth in the state’s application for SES providers. The standards clearly spell out how student performance will be measured. These measures might include:
- Assessments developed by the provider, state, or district.
- Satisfaction surveys of students or parents.
- Attendance rates.
- Homework completion.
- Written testimony by parents or teachers.
For more information about evaluating SES providers, consult Evaluating SES Providers: Suggested Strategies for States [PDF]. Dr. Steven Ross from the University of Memphis worked with the SESQ Center to develop this Issue Brief to help state education agencies develop evaluation systems for SES providers. It can also help school districts and SES providers understand their roles in the evaluation process. The Brief reviews possible evaluation outcomes, data sources, and research designs, and offers practical and technical considerations associated with an evaluation.
What role do district policymakers play in SES?
District superintendents and administrators play a crucial role by:
- Telling eligible families about SES and about local provider options.
- Entering into contracts with providers selected by families.
- Paying providers.
- Working with providers to set achievement goals for students.
- Encouraging local organizations to apply to be SES providers.
- Helping states monitor the performance of providers.
Districts inform families
Districts are responsible for identifying eligible students in schools that have not made adequate yearly progress for three years. Districts must notify families if their child is eligible for SES and give families information about local providers. The information should be easy to understand and describe the services of each provider. For example, the information should at a minimum give families the following information about each provider:
- Subject areas (such as reading or math) and grade levels covered.
- Provider’s track record in raising student achievement.
- Qualifications of the tutoring staff.
- Where and when the services are offered.
- Provider’s ability to meet the needs of students with disabilities or who are English language learners.
- Provider's contact information.
Districts should work to ensure that the information the families receive also clearly describes how to select a provider and includes deadlines for signing up for services. When possible, districts should make sure that this information is in language(s) local families understand. If a family asks the district for assistance, the district is required to help the family choose a provider. Districts should allow families enough time to compare providers and make informed choices.
Districts will offer information to parents about providers and the sign-up process in letters from the district or school. Districts may also consider other forms of communication to inform families about SES:
- District websites.
- Phone calls.
- School newsletters.
- TV, radio, or newspaper ads.
- Parent-teacher conferences to reach families.
- “Open houses” or provider “fairs” for families to meet providers and learn more about their services.
Districts contract with providers
When a family chooses a provider for their child, school districts enter into a contract with the provider. These contracts often include agreements about the schedule for services, payment, and the cost of services.
The contract may also include criteria for monitoring provider effectiveness. When establishing contracts, providers and districts should work together to clearly indicate how student performance will be measured.
After families choose a provider, districts should also meet with the provider, the school, and the student’s family to agree on performance goals for the child and the schedule for services. Typically, the provider or the district sets up this meeting. Once a provider begins serving students, it is required to monitor each student’s progress toward these goals. The provider will regularly communicate with the student’s family, school, and district about the student’s progress.
How can districts and states work together to improve SES implementation?
By working together and sharing information, district and state officials can significantly improve the implementation of SES. States can help districts by:
- Including district input in the provider application process.
- Giving districts clear, consistent information about local providers.
- Coordinating the timing of notification about eligible schools and approved providers to correspond with district timelines.
- Developing sample materials for districts to use to communicate with eligible families and contracting with providers.
- Creating opportunities for officials from different districts to exchange information and materials on SES.
Districts can help states by:
- Offering input about the criteria and process for approving providers.
- Encouraging local organizations to apply to become SES providers.
- Giving materials developed by the district to state officials to help other districts implement SES.
- Sharing feedback and data about provider effectiveness with state officials responsible for evaluating providers.
How can policymakers use this website?
This site has a number of resources for policymakers. We recommend visiting these pages:
- Evaluating SES Providers: Suggested Strategies for States [PDF] Dr. Steven Ross from the University of Memphis worked with the SESQ Center to develop this Issue Brief to help state education agencies develop evaluation systems for SES providers. The Brief reviews possible evaluation outcomes, data sources, and research designs, and offers practical and technical considerations associated with an evaluation.
- SES: The Basics page for further explanation of SES, a description of how it works, and an overview of roles and responsibilities for SES.
- SES by State page to explore national trends across states and to access state provider applications, provider lists, and monitoring criteria.
- Resources page for links to research, tools, and other organizations working on SES.