Download or read book The Effect After school Intervention Programs Have on Students Increasing Academic Achievement written by Robert B. Anderson and published by . This book was released on 2008 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of After School Programs on Academic Achievement written by Jennifer Hawkins and published by . This book was released on 2017 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Effects of an After school Program written by Leigh Ann Hailey and published by . This book was released on 2014 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the enactment of the No Child Left Behind Act of 2001, students who failed to demonstrate proficiency on state assessments were identified and targeted in order to receive interventions to assist in increasing their academic achievement. For many students, time during the regular school day simply could not be provided for the attention or time on-task necessary to meet their needs. As a result, many school districts and schools implemented after-school and tutoring programs to target those students who failed to demonstrate proficiency. Louisville Municipal School District (LMSD) operated an after-school program to help increase the academic achievement of 5th through 8th grade students in reading/language and mathematics on the MCT2. The purpose of this study was to (a) explore the impact the after-school program's strategic components (leadership, activities, and partnerships) had on student achievement, and (b) determine if the after-school program had a positive effect on academic outcomes in the areas of reading/language and mathematics. A mixed method research design was used to conduct the study. A narrative approach was used to provide a response to the first research question. The Chi-squared test of independence was used as the primary means of analysis for the second and third research questions to determine if relationship existed between participation in the after-school program and academic achievement. The results from the research study show that strategic components of an after-school program had a positive impact on student achievement. Emerging themes were identified for each strategic component: leadership, activities, and partnerships. Participation in the after-school program proved to be a good predictor of student achievement on MCT2, with statistically significant Chi-squared results for reading/language. The recommendations for future research are as follows: (a) further research to improve reading/language and mathematics skills among the nation's students, (b) longitudinal studies to determine long term effects on students attending after-school programs multiple years, (c) study of effects of after-school programs on other grade levels, and (d) including outcomes of other variables such as after-school participation on school attendance, behavior, and classroom grades.
Download or read book Educating the Student Body written by Committee on Physical Activity and Physical Education in the School Environment and published by National Academies Press. This book was released on 2013-11-13 with total page 503 pages. Available in PDF, EPUB and Kindle. Book excerpt: Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Download or read book The Effects of School Based Intervention Programs On Student Achievement at a Northeastern North Carolina Early College High School written by Bryan Ruffin and published by . This book was released on 2018 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of four school-based programs on student academic performance at an early college high school in northeastern North Carolina. The four school-based intervention programs that were examined in this study are as follows: mandatory Study Hall for all students in Grades 9-13, an ACT/SAT Prep course for students in Grade 11, a College Success course for all students in Grades 9-13 who earn a D or F grade in a college course which focuses on college prep skills for students, and an Advisory Period for all students in grades 9-13. Standardized test results were analyzed after the school based intervention programs had been implemented at the school in the study to determine the impact of these four interventions. The national assessment that was used to measure effectiveness was the American College Testing (ACT) assessment. All four programs were designed to help increase student achievement and provide students with skills to be successful during high school and college upon graduating from high school as measured by state and national assessments. The school's performance grading indicators were evaluated using the 2014-2015 and 2015-2016 academic year school data to determine the overall effectiveness of the four school-based intervention programs. The study concluded that there were gains in several areas with the interventions at the school in the study. There were some circumstances beyond the control of the intervention programs, which would have been a major factor in determining overall program effectiveness
Download or read book Effects of the Afterschool Program on Student Achievement of Students with Disabilities in a Rural Georgia Middle School written by Constance Franklin and published by . This book was released on 2017 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative nonexperimental causal comparative research study is to determine if there is a statistically significant difference in reading and math achievement as measured by the Georgia Criterion-Referenced Competency Test (CRCT) for sixth, seventh, and eighth grade students with disabilities (SWD) who attended the afterschool program of one rural Georgia middle school when compared to sixth, seventh, and eighth grade SWD who did not attend the program. The results of this research are important because they will identify practices used in the specified afterschool program to improve the academic achievement of SWD. A quantitative research method using a causal comparative design was used to assess the impact of the afterschool program on the student achievement of SWD as an intervention to improve student achievement. Using analysis of covariance (ANCOVA), the study compared two groups of SWD from each grade level: one group attending the afterschool program and the other group not attending the program. Georgia CRCT reading and math scores of those who participated were compared to students who did not participate in the afterschool program. Results showed that there was no statistically significant difference between the groups of SWD for all grade levels and both reading and math. Conclusions and recommendations for further research are included.
Download or read book Making Summer Count written by Jennifer Sloan McCombs and published by Rand Corporation. This book was released on 2011 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students typically lose knowledge and skills during the summer, particularly low-income students. Districts and private providers can benefit from the evidence on summer programming to maximize program effectiveness, quality, reach, and funding.
Download or read book After school Programs written by Elizabeth Shellard and published by . This book was released on 2006 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Paving the way to postsecondary education K 12 intervention programs for underrepresented youth report of the National Postsecondary Education Cooperative Working Group on Access to Postsecondary Education written by and published by DIANE Publishing. This book was released on with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Do Intervention Impacts on Academic Achievement Vary by School Climate written by Meghan P. McCormick and published by . This book was released on 2015 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given established links between social-emotional skills and academic achievement, there is growing support for implementing universal social/behavioral interventions in early schooling (Jones & Bouffard, 2012). Advocates have been particularly interested in implementing such programming in low income urban schools where students are likely to start school with lower levels of social-emotional and academic skills than their more affluent peers (Jones & Bouffard, 2012; Raver, 2002). There is inconsistent evidence, however, that such programs improve students' academic achievement over and above typical educational practice (SRCDC, 2010). One possible constraint to understanding mixed evidence about intervention efficacy is the limited information on how program effects differ across school settings. It could be that universal social/behavioral programs are highly effective in some types of schools and less so in others, thus confounding overall understanding of intervention efficacy. Moreover, although some work has considered how demographic characteristics--like school poverty--differentiate social/behavioral program impacts on student outcomes, fewer studies have examined the moderating role of the school-level social processes (e.g., social norms, relationships) within which interventions are typically embedded. A prevention research perspective suggests that schools with the poorest climates have the most to gain from school-based interventions that explicitly target social interactions (e.g., Cicchetti & Aber, 1998; Van Lier et al., 2004). Contrasting work argues that social/behavioral programs will be most effective for improving student outcomes in settings where extant norms already support positive academic and social-behavioral development (Aber et al., 1998; Hughes et al., 2005). The current study is one of the first to consider the role of school climate in understanding moderated impacts of social/behavioral interventions on student achievement, attention, and behaviors. The major lesson from this work is that context matters. Across student outcomes, program impacts on achievement were generally larger, and sometimes driven by, schools that had less leadership, accountability and safety/respect prior to implementation of the intervention. Perhaps the biggest lesson from this study is for policymakers, who are currently engaged in distributing funding to expand and implement social/behavioral interventions in a variety of settings across the country. The following are appended: (1) References; and (2) Tables and Figures.
Download or read book The Effect of Regular Participation in an After school Program on Student Achievement Attendance and Behavior written by and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Many school districts are using research-based strategies to increase student achievement. The No Child Left Behind Act of 2001 was created and implemented to assist all students becoming proficient in reading and mathematics by 2014. One strategy many school districts implemented includes an after-school program. One school district in Mississippi operated an after-school program to help increase the academic achievement of 7th and 8th grade students scoring minimal and basic on the MCT2. The purpose of this study was to examine the effect of regular participation in an after-school program on indicators of student academic achievement. The dependent variables for this study consisted of (a) math grade point averages, (b) reading grade point averages, (c) language arts grade point averages, (d) MCT2 math scores, (e) MCT2 language arts scores, (f) number of absences, and (g) number of discipline referrals. The independent variable for this study was program participation, which had two levels. One level was program attendance for at least 40 days and the other level was program attendance for less than 40 days. In this study, 7 hypotheses were tested by comparing the measures of the dependent variables for the two levels of the dependent variables. Analysis of Covariance (ANCOVA) was used to test the 7 hypotheses. The results of the ANCOVAs failed to detect any statistically significant differences in the dependent variables between the students who attended the after-school program for at least 40 days and students who did not attend the after-school program for 40 days. However, there were differences in the measures between the two groups. Not only did the regular attendees have lower averages in absenteeism and discipline referrals, they also had higher averages in mathematics (both GPA and MCT2), reading GPA, and language arts GPA. The only measure where the non-regular attendees demonstrated better performance was on the language arts MCT2. The recommendations for future research are as follows: implementation of adequate professional development for after-school program teachers, a research based reading program to assess student achievement, and a longitudinal study on after-school programs.
Download or read book The Summer Slide written by Karl Alexander and published by Teachers College Press. This book was released on 2016 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an authoritative examination of summer learning loss, featuring original contributions by scholars and practitioners at the forefront of the movement to understand—and stem—the “summer slide.” The contributors provide an up-to-date account of what research has to say about summer learning loss, the conditions in low-income children’s homes and communities that impede learning over the summer months, and best practices in summer programming with lessons on how to strengthen program evaluations. The authors also show how information on program costs can be combined with student outcome data to inform future planning and establish program cost-effectiveness. This book will help policymakers, school administrators, and teachers in their efforts to close academic achievement gaps and improve outcomes for all students. Book Features: Empirical research on summer learning loss and efforts to counteract it. Original contributions by leading authorities. Practical guidance on best practices for implementing and evaluating strong summer programs. Recommendations for using program evaluations more effectively to inform policy. Contributors: Emily Ackman, Allison Atteberry, Catherine Augustine, Janice Aurini, Amy Bohnert, Geoffrey D. Borman, Claudia Buchmann, Judy B. Cheatham, Barbara Condliffe, Dennis J. Condron, Scott Davies, Douglas Downey, Ean Fonseca, Linda Goetze, Kathryn Grant, Amy Heard, Michelle K. Hosp, James S. Kim, Heather Marshall, Jennifer McCombs, Andrew McEachin, Dorothy McLeod, Joseph J. Merry, Emily Milne, Aaron M. Pallas, Sarah Pitcock, Alex Schmidt, Marc L. Stein, Paul von Hippel, Thomas G. White, Doris Terry Williams, Nicole Zarrett “A comprehensive look at what’s known about summer’s impact on learning and achievement. It is a wake-up call to policymakers and educators alike” —Jane Stoddard Williams, Chair, Horizons National “Provides the reader with everything they didn’t know about summer learning loss and also provides information on everything we do know about eliminating summer learning loss. Do your school a favor and read this book and then act upon what you have learned.” —Richard Allington, University of Tennessee
Download or read book Zooming in written by Summer Davidson and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: As virtual learning programs become more popular, educational leaders need to examine programs to understand the impact they have on student engagement and student achievement. Intervention occurs when student engagement is at the lowest point, is an integral part of student engagement, and has a direct influence on student achievement. This qualitative case study examines the impact of a virtual academic intervention program at a nonclassroom-based independent study school. Analyzing extant student achievement data from a small, critically sampled participant group and participant responses from reflective surveys, the researcher sought to address the research question: in what ways does a virtual personalized academic support program at an independent study school impact student performance? Research suggests students with low engagement are more likely to drop out of school and experience the ill-effects of school dropout over the course of their lifetime, and that students from low socioeconomic backgrounds and students with disabilities are at higher risk for dropping out of school. The literature also suggests that the complex issue of student engagement plays a determining role in whether a student drops out of school. Relationships with significant adults like teachers and parents/guardians can have a powerful impact on student engagement. The findings of this study contribute to the continuing conversation of supporting struggling students through personalized intervention in a non-traditional environment and also confirm the body of research that suggests successful school engagement is the result of relationship building in the school community including parents/guardians. The researcher found student grade point calculations taken at three points increased for 83% of the intervention participants over the course of the school year. Student participants also experienced an increase in their core academic course pass rates and reflective surveys indicated the majority of teachers and parents/guardians perceived a positive impact on their student's academic performance over the course of participation in the academic support program. Based on the findings in this study, educational leaders should work to understand how personalized intervention models can be used in a variety of school settings.
Download or read book Risk Resilience and Positive Youth Development written by Jeffrey M. Jenson and published by Oxford University Press. This book was released on 2013 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this innovative book, elements of risk and resilience, positive youth development, and organizational collaboration are used to develop a comprehensive intervention framework, the Integrated Prevention and Early Intervention (IPEI) Model.
Download or read book The Effects of a School wide Positive Behavior Intervention Support Program on 7th Grade Achievement Discipline and Attendance written by Rondesha Adolphin and published by . This book was released on 2018 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to investigate the effects of a School-Wide Positive Behavior Intervention Support Program on academic achievement, discipline, and attendance on 7th grade students. The data collected from this study identified a relationship between SWPBIS and increased academic achievement in reading language arts and attendance. The findings from this study will inform building level and district level educators of the implications of SWPBIS for students, which can foster raising academics and attendance.
Download or read book After school Programs and Academics written by Robert C. Granger and published by . This book was released on 2008 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
