The Effect of the Challenge After-School Program on the Academic Achievement of Third and Fifth Grade Students at Suburban Elementary School PDF Download
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Author: Kristin B. Shields
Publisher:
ISBN:
Category :
Languages : en
Pages : 50
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Author: Kristin B. Shields
Publisher:
ISBN:
Category :
Languages : en
Pages : 50
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Author: Helen A. Coley
Publisher:
ISBN:
Category :
Languages : en
Pages : 66
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Author: Jennifer Hawkins
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 30
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State and federal governments have provided funding over the last 30 years to support several educational reforms that include lower class sizes, higher academic standards, peer coaching programs, and several academic intervention programs. One intervention is the 21st Century Community Learning Center (21st CCLC) after school program. The after school program that was selected for this study provided students 1 hour per day, 4 days per week of academic intervention and tutoring in mathematics and English language arts (ELA) for 36 weeks (180 school days). The purpose of this study was to determine if fifth-grade students who participated in an after school program experienced an increase in mathematics achievement before they transitioned from elementary school into middle school. Northwest Evaluation Association (NWEA) mathematics assessment scores of fifth-grade students who participated in the 21st CCLC after school program and fifth-grade students who did not participate in the 21st CCLC after school program were collected and compared. An ANCOVA was used to analyze the data. The results indicated that the students who participated in the program did not significantly outperform the non-participant students.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Author: Kathleen Crossman
Publisher:
ISBN:
Category :
Languages : en
Pages : 492
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The Proficient level is the goal for student performance on the NAEP (National Assessment of Educational Progress, 2012). With only 25% of California's grade four students performing at or above the Proficient level on the 2011 English language arts section of the National Assessment of Educational Progress (NAEP) achievement tests, too many third-grade students cannot read at grade level. California's Hispanic students fared worse, with only 13% of fourth-grade students performing at or above the Proficient level. Might afterschool programs (ASP) be an opportunity to combat the achievement gap and help ensure all students are reading by the end of third grade? This mixedmethods study used California Standards Test (CST) Comprehension scores, observation, and case studies at a Northern California school, to explore the following questions: 1. Is there a significant difference, as measured by CST scores, in comprehension achievement between third through fifth grade students in an afterschool program and those not in an afterschool program? x 2. Is there a significant difference in comprehension achievement between Hispanic students and non-Hispanic students attending Ross Elementary? 3. In what ways does the afterschool program bolster reading comprehension success? The quantitative findings for Questions 1 and 2 showed that students attending the ASP did not have a significant difference on CST comprehension scores. Question 3, in a qualitative study, provided an opportunity to view students in the afterschool program through the lenses of Systems Theory (focusing on Bronfenbrenner's (1979) Ecology of Human Development Theory), Universal Design for Learning Theory, and the Appreciative Inquiry Theory. The theories formulated from qualitative data, showed illustration of support that could lead to increased student achievement via: 1. Instructional support 2. Environment of mutual trust 3. Positive expectations and environment The history and role of afterschool programs (ASPs) are examined to better understand ASPs, their purposes, and key funding sources. This study concludes with policy and future research recommendations.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
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Author: Karen A. McClafferty
Publisher: SUNY Press
ISBN: 9780791444337
Category : Education
Languages : en
Pages : 376
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Presents current research and theoretical perspectives on the challenges facing educators in U.S. urban schools.
Author: Eric R. Jackson
Publisher: Rowman & Littlefield
ISBN: 1610480104
Category : Education
Languages : en
Pages : 127
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This study explores the various ways in which parental involvement can help to increase student academic success. More specifically, this analysis is based on the notions that: 1) parent involvement in inner city schools present unique challenges that are different from the traditional middle class perspective; 2) there is value in a cooperative approach between parents, teachers, and administrators that places the student at the center of each major discussion and decision; and 3) illustrates that parental involvement is a real perspective and not just rhetorical jargon. Although the focus of this book is in increasing parent involvement in inner city schools, readers must be mindful that the ultimate objective for this work and others like it is the successful educating of all children, so that they graduate from high school, and move into higher education, or into the workforce. Parent involvement by itself will not ensure academic success of children, but, combined with many strategies, including a clear understanding of the differences between an inner city school environment and a middle class school setting, effective teaching, sound and relevant curricula, safe and secure learning environment, and visionary leadership, children attending inner city schools can be just as effective as those in middle class school settings.
Author:
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ISBN:
Category :
Languages : en
Pages : 184
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Book Description
Cincinnati Magazine taps into the DNA of the city, exploring shopping, dining, living, and culture and giving readers a ringside seat on the issues shaping the region.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1252
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