What Impact Does the After School Program Have On the Achievement of Selected Male Students?
Format
Poster Presentation
Location
Harborside Center East and West
Strand #1
Academic Achievement & School Leadership
Relevance
Strand 1: Academic Achievement & Leadership The purpose of this study is to show that the after school program has an affect on academic achievement and is designed to give students the opportunity to participate in activities that enhance their classroom achievement.
Brief Program Description
The focus of this study is primarily on 7 of 20 male students who have participated and attended the program for 30 days each year for the past three years. Since there is no tutoring services nor private tutoring in the community, teachers rely solely on the 21st Century After School Program for after school assistance.
Summary
The purpose of this study is primarily on 7 of 20 male students who have participated and attended the program for 30 days each year for the past three years. Since there is no tutoring service or private tutoring in the community, teachers rely solely on the after school program for academic assistance. The descriptive method of statistics will be used for the collection of this research. This technique will describe and summarize data in abbreviated, symbolic form, shorthand symbols for describing large amounts of data. Teacher surveys based on standardized test scores and class averages for the past three years will be analyzed. The data will be used to determine whether there is a significant increase, decrease, or no change to students’ performance who attend the after school program. Four of the seven males are currently enrolled in the program, which will be there fourth year of attendance. Although the other the other three males are now in high school, their 8th grade data will be available. The after school program began the second week of the school year. As of now, the students’ grades are average. The focus is still on academics. The ACT Aspire was used to test students in the 2013-14 school year. Those test results have yet to be returned. Although the students will not receive a numerical score, there are four levels that will be used to compare their previous ARMT+ scores with the current ACT Aspire scores. Therefore, four years of data will be collected.
Evidence
There is a moderate discrepancy between standardized test scores and class averages of seven male students between grades 5-8. The students have participated in the program for more than 30 days each academic year for the past three years.
Biographical Sketch
La'Tresia Robinson is currently pursing an Ed.S. in Instructional Leadership at Auburn University Montgomery. She has been in the role of assistant principal at Eclectic Middle School located in Elmore County, Alabama. Prior to becoming an assistant principal, Ms. Robinson was a Middle School Literacy coach in Elmore County's Department of Curriculum and Instruction. She began her tenure as a 6th grade teacher at Wetumpka Intermediate School which is also in Elmore County.
Presentation Year
2015
Start Date
3-3-2015 4:00 PM
End Date
3-3-2015 5:30 PM
Recommended Citation
Robinson, La'Tresia M., "What Impact Does the After School Program Have On the Achievement of Selected Male Students?" (2015). National Youth Advocacy and Resilience Conference. 127.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2015/2015/127
What Impact Does the After School Program Have On the Achievement of Selected Male Students?
Harborside Center East and West
The focus of this study is primarily on 7 of 20 male students who have participated and attended the program for 30 days each year for the past three years. Since there is no tutoring services nor private tutoring in the community, teachers rely solely on the 21st Century After School Program for after school assistance.
