School systems that fail to meet their states鈥� academic goals cannot provide free tutoring to students with federal money, a rule that is forcing some districts to place such programs on hold.
Under the federal No Child Left Behind Act, Title I schools that fall short of their states鈥� goals for adequate yearly progress for three years must offer free tutoring to students from poor families. School districts are required to set aside 20 percent of their Title I budgets to finance those supplemental services, and some have begun offering such programs themselves.
The Chicago school system is aggressively promoting its tutoring program, even though the district likely will be identified as 鈥渋n need of improvement鈥� for missing state benchmarks for a second year.
The Boston school district still hopes to earn state approval to offer tutoring, because the district failed to meet state standards largely on the basis of attendance figures, not test scores. The Columbus and Cleveland school systems pulled themselves from Ohio鈥檚 list of tutoring pro viders earlier this year. But with a list of 145 eligible providers, Ohio education officials don鈥檛 anticipate a shortage.
鈥淭he law is the law,鈥� said Stephen L. Barr, the executive director of federal programs for the Ohio Department of 91制片厂视频. 鈥淭hat鈥檚 how we have to look at it.鈥�
While the consequences of eliminating struggling districts as providers of supplemental education services are unclear, some observers believe the U.S. Department of 91制片厂视频鈥檚 guidelines barring their participation exceed the 2陆-year-old law鈥檚 intent.
鈥淲e think the regulation is arbitrary, overly restrictive, and inconsistent with the statute,鈥� said Jeff Simering, the legislative director for the Council of the Great City Schools, a Washington group that represents urban districts.
Mr. Simering said that according to the law, the states approve tutoring providers based on their 鈥渞ecord of effectiveness鈥� in delivering services. He emphasized that districts that have failed to meet state targets for academic progress may be making substantial gains in reading and mathematics, making their tutoring programs effective tools to raise achievement.
Nina Shokraii Rees, the deputy undersecretary in charge of the federal 91制片厂视频 Department鈥檚 office of innovation and improvement, said last week that the guidelines are explicit and leave no room for exceptions: Districts designated by their states as falling below standard aren鈥檛 eligible to run tutoring programs with the federal dollars set aside for that purpose. 鈥淚f a school district is unable to raise student achievement with the amount of money it鈥檚 getting,鈥� she said, 鈥渋t鈥檚 not equipped to offer tutoring services after school.鈥�
Some Exceptions
The guidelines do allow districts designated as needing improvement to provide tutoring for students who have disabilities or are English-language learners, if private providers can鈥檛 meet their needs. Once private companies have reached their capacity for serving interested families, districts can use any remaining federal money to fill the tutoring gap, Ms. Rees said. Districts also can offer tutoring to students by using other sources of money, she noted.
The 434,400-student Chicago district started notifying parents about tutoring opportunities in April, after receiving the go-ahead from both state and federal officials, Elizabeth F. Swanson, the district鈥檚 director of after-school and community school programs, said last week.
The district expects about 70,000 of the 201,000 students who are eligible for tutoring to sign up, with about 80 percent selecting the school system鈥檚 programs.
Ms. Rees contended that Chicago officials could have predicted that their district鈥檚 status as a tutoring provider was at risk, based on school-by-school test scores. The 91制片厂视频 Department encouraged Chicago to sign students up for tutoring, she said, but was unaware that the district would offer most of those services.
Last year, Ms. Swanson said, Chicago officials were left scrambling in November to ramp up a district-run tutoring program to meet the needs of thousands of students who couldn鈥檛 get spots in programs run by private providers.
This year, the district wanted to enroll students early so that the program could start in October, roughly 20 weeks before state testing begins.
鈥淲hen push comes to shove, we鈥檙e talking about children in desperate need of help,鈥� Ms. Swanson said. 鈥淪hould we just cross our fingers and wait? These children need these services. They need these services yesterday.
