Download or read book The Effects of an Afterschool Program on Standardized Testing and Behavior of Middle School At risk Students in a Rural County in Georgia written by Tracy Deanna Horton and published by . This book was released on 2010 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effect an afterschool program had on middle school at-risk students' standardized test scores and behavior. The study examined students who participated in the 21st Century Community Learning Center afterschool program at two similar schools in a county in Northwest Georgia. Data were compiled for the two school years, 2007-2008 and 2008-2009. The researcher compared students' math and reading CRCT scale scores from before and after they attended an afterschool program; the number of office referrals for students from before and after they attended the afterschool program were also compared. The researcher also attempted to determine whether the frequency of attendance at an afterschool program affected math and reading CRCT scale scores and/or office referrals. A two-tailed paired t-test was conducted to compare the groups' pre-treatment and post treatment of the CRCT scale score in reading and math, in addition to office referrals. Significant differences were found in math CRCT scale scores and female math CRCT scale scores, while the reading and the number of office referrals did not show a significant difference. Attendance rates were not significantly correlated with math and reading achievement scores or office referrals.
Download or read book Effects of an Afterschool Program on Elementary and Middle School Math Achievement in Georgia Schools written by Connie Lynn Hobbs and published by . This book was released on 2012 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the demands placed on schools to make Adequate Yearly Progress (AYP) on state standardized tests, many districts are looking at afterschool programs to help bridge the gap in achievement for students who are at-risk for failing to master standards. The purpose of this study was to analyze the effect an afterschool program had on upper-elementary and middle school at-risk student's math achievement on state standardized tests. The study scrutinized an afterschool program in north Georgia that is providing a 21st Century Community Learning Center (21st CCLC) for students Kindergarten through 8th grade. Standardized test scores in mathematics on the Georgia Criterion Referenced Competency Test (CRCT) between at-risk upper-elementary and middle school students who participated in the afterschool program were compared to a similar group of students who did not participate in the program. The researcher investigated quantitatively whether participation in the afterschool program had an impact on student achievement in mathematics. For this sample of 180 at-risk students, the ANCOVA method of data analysis was utilized to determine if there were differences between the groups of students in the afterschool program and those not in the program, based on 2011 CRCT math scores. This research study found no significant differences in math CRCT scores of those who attended the afterschool program and those similar students not attending the afterschool program.
Download or read book Measuring the Effectiveness of After school Programs Via Participants Pre and Post test Performance Levels on the Georgia Criterion Referenced Competency Test written by Cheri Lynn Ogden and published by . This book was released on 2008 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools failing to demonstrate Adequate Yearly Progress on annual state assessments are given federal and state funds to support supplemental educational services. This study was designed to measure the effectiveness of two after-school programs in one middle school in a medium-sized county in Georgia. The school has failed to demonstrate Adequate Yearly Progress for eight years and has been offering supplemental services for six years. The after-school programs are funded and students are offered opportunities to participate based on low performance on the annual assessment, the Georgia Criterion Referenced Competency Test. The effectiveness of the after-school programs was assessed based on the percentage of program participants who moved from Level 1 (not meeting standard) to Level 2 (meeting) or Level 3 (exceeding). Control groups were established for each after-school program. Consideration was also given to the participants' frequency of attendance in each program to determine if participants who attended frequently improved more than participants who attended infrequently. Program participants failed to demonstrate improved achievement greater than nonparticipants and increased attendance in the programs did not seem to positively impact student achievement.
Download or read book Effects of an After School Instructional Advisory Program on the Academic Achievement of At risk Middle School Students written by Wendy L. May and published by . This book was released on 2017 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the Great Recession, which began in 2008, many school districts had to make significant cuts to their operating budgets. Some of these cuts such as eliminating after school programs, extracurricular activities, and summer school made it challenging for school districts to close the achievement gap. As the economy began to recover, the California Local Control Funding Formula was implemented to direct more funds into school districts with a large population of students with special needs and at-risk of failing academically. These additional funds which are budgeted as per the Local Control Accountability Plan require school districts to be held accountable for student achievement and progress. Implementing an after school program is one strategy for meeting the needs of at-risk students. The purpose of this study was to determine the effectiveness of an after school Instructional Advisory Program on the academic achievement of at-risk middle school students. The sample consisted of 25 seventh and eighth-grade students with an overall grade point average (GPA) of 2.00 or below prior to participation. A paired sample t-test was used to determine if there was a significant change in overall GPA after one year of participation. The statistical significance was set at .05. The mean overall GPA after participation was significantly higher than the mean overall GPA prior to participation. The results of the statistical analysis suggest that participation in an after school Instructional Advisory Program may have a positive effect on the overall GPA of at-risk middle school students.
Download or read book The Effects of the Bridges Afterschool Program on At risk Students Grade Point Averages Attendance and Discipline written by Tracey J. Griffin and published by . This book was released on 2003 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of the Support Our Students SOS After School Program on the Achievement of Middle Grade Students at Risk of Academic Failure written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates the impact of an after-school intervention on student achievement. The study uses two-tailed t tests to compare the growth in actual scale scores achieved by two groups of students taking the North Carolina End of Grade (EOG) test from 1999 to 2001. It compares the scores of those who participated in the Support Our Students (SOS) program to the scores of nonparticipating students to determine the effect that the SOS program had on student performance on the EOG test. To conduct the research, I obtained assistance from Edstar Research in compiling a complete list of all students participating in the SOS program who were in sixth grade in 1998?1999 and who scored a level I or level II on their math/language arts EOG. The identifiers included were county, ethnicity, socioeconomic status, gender, and EOG scores for math and language arts for each of the 1998--1999, 1999--2000, and 2000--2001 school years. With the assistance of the North Carolina Education Data Center, I obtained a data set representing the stratified group of students who were level I or level II who did not participate in the SOS program. This study's findings are as follows: 1. Students who participated in the Support Our Students program for three years in middle school from the years 1998 to 2001 showed no significant difference in math or reading scores from those who did not participate in the program. 2. There was no significant difference in math or reading scores between participating and nonparticipating students in the minority subgroup. 3. There was no significant difference in math or reading scores between participating and nonparticipating students in the free or reduced-price lunch subgroup. 4. There was no significant difference in math or reading scores between participating and nonparticipating students in the male subgroup. 5. There was no significant difference in math or reading scores between participating and nonparticipating students in t.
Download or read book The Effects of the Graduation Coach on the Attendance and Math and Reading Georgia Criterion Referenced Competency Test Scores of At Risk Students in a North Georgia Middle School written by Melissa Clark Trevillian and published by . This book was released on 2010 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Until graduation coaches were added to all Georgia high schools for the 2006-2007 school year, the state of Georgia had one of the lowest graduation rates in the United States. After the high school graduation coaches were found to be successful in decreasing the dropout rate, coaches were added at the middle school level beginning in the 2008-2009 school year. The purpose of this study was to examine the effects of the middle school graduation coach on the attendance and the math and reading CRCT scores of the at-risk student. A control group of at-risk students that did not receive treatment was compared to the experimental group that received treatment from the middle school graduation coach during the 2008-2009 school year. The pretest and posttest math and reading CRCT scores and attendance were analyzed using an analysis of covariance (ANCOVA) to determine if the middle school graduation coach had a significant effect on the at-risk students. The hypotheses that the graduation coach would have an effect on the sixth, seventh, and eighth grade at-risk students' attendance and math and reading CRCT scores were rejected because the ANCOVA found that any significant increases or decreases were not due to the effect of the middle school graduation coach. Analysis of gender was completed using a paired t-test and found significant increases in the math and reading CRCT scores of males in the experimental group and the reading CRCT scores of females in the control group.
Download or read book Helping Students Graduate written by Franklin Schargel and published by Routledge. This book was released on 2013-10-31 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book describes the fifteen strategies identified through research reviewed by The National Dropout Prevention Center and Network at Clemson University. Each chapter in this book was written by a nationally recognized authority in that field. Research has shown that these 15 strategies have been successfully implemented in all school levels from K - 12 in rural, suburban, and urban centers; as stand-alone programs or as part of systemic school improvement plans. Helping Students Graduate: A Strategic Approach to Dropout Prevention also covers No Child Left Behind and its effects on dropout rates; Dealing with Hispanic dropouts; Differences and similarities between rural and urban dropouts. These fifteen strategies have been adopted by the U.S. Department of Education. They are applicable to all students, including students with disabilities.
Download or read book At risk Students Participation in After School Programs written by Lindsay Peltz and published by . This book was released on 2014 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study evaluated after school program (ASP) participation and the growth on Ohio Achievement Assessment (OAA) scores in math and reading from spring of one school year (without participation in an ASP) to spring of the following year with an ASP in place to support growth. Participants were 43 boys and girls in the fifth grade for the 2012-2013 school year at South Middle School, a school in a small rural Midwestern town. South Middle School is a public, Title I funded school with 250 fifth and sixth grade students; 52% of students are on free and reduced lunches. A one way analysis of variance (ANOVA) was conducted to see if varied levels of participation (high, medium, and low) yielded growth on math and reading OAA scores. Results indicated that while there was individual student growth on math and reading OAA scores for those involved in ASPs, various levels of participation were not significantly correlated with OAA score growth. Implications for future research and ASPs are discussed.
Download or read book The Effectiveness of Science Technology Engineering Arts and Math S T E A M Afterschool Program on Middle School Student Academics Behavior and School Attendance written by Emerald Mitchell and published by . This book was released on 2016 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: As youth violence rates are high and graduations rate are low in urban communities, the pressure mounts on educators to find ways to engage students and prepare them for high stakes testing. The question remains, how do we improve student engagement, raise motivation, control student behavior and most importantly increase student achievement? The answer is simple. The arts. Throughout history, research has demonstrated that the arts possess limitless intrinsic and cognitive benefits. With this theory in mind, one of the rising approaches to integrate art with traditional academic subjects is the incorporation of art into Science, Technology Engineering and Math. Therefore, converting STEM into STEAM. This study addresses the effectiveness of a STEM Arts afterschool program and its impact on academic achievement, behavior and school attendance for students grades 5-8. The researcher, a former educator and arts advocate, conducted a quasi-experimental study to identify the impact arts and learning styles could have on student achievement. The population studied consisted of 60 students from 4 middle schools within a large urban school district.
Download or read book The Impact of the Support Our Students SOS After school Program on the Achievement of Middle grade Students at Risk of Academic Failure written by Ronald Anthony Roukema and published by . This book was released on 2005 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keywords: latch key, at risk, after school.
Download or read book After School Program Effects on Behavior written by Susanne James-Burdumy and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper presents evidence on after-school programs effects on behavior from the national evaluation of the U.S. Department of Educations 21st Century Community Learning Centers after-school program. Findings come from both of the studys components: (1) an elementary school component based on random assignment of 2,308 students in 12 school districts and (2) a middle school component based on a matched comparison design including 4,264 students in 32 districts. Key findings include higher levels of negative behavior for elementary students and some evidence of higher levels of negative behaviors for middle school students. (JEL I21).
Download or read book Safe and Smart written by and published by U.S. Government Printing Office. This book was released on 1998 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Follow up Study on the Effect of an After School Program on At risk Students Academic Achievement written by Lucinda Varner and published by . This book was released on 1997 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Outcomes Linked to High quality Afterschool Programs written by Deborah Vandell and published by . This book was released on 2007 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Where Are they Now written by Samuel C. Stringfield and published by Routledge. This book was released on 2013-11-26 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 2005. This is volume 10, number 2 in the Journal of Education for Students Places at Risk (JESPAR). This special issue, tenth-anniversary retrospective, is structured with two arguments: schools can have a strong, positive impact on the education of at-risk children, and effective programs exist or can be developed that can improve the educational experiences of at-risk students. Two book reviews by Shelley H. Billig and Robert J. Stevens round out the issue.
