The Evaluation of Enhanced Academic Instruction in After-School Programs

The Evaluation of Enhanced Academic Instruction in After-School Programs

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The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their after-school hours a€” instead of the less formal academic supports offered in regular after-school programs a€” improves their academic performance in the subject. This is the second and final report from the Evaluation of Enhanced Academic Instruction in After-School Programs a€” a two-year demonstration and random assignment evaluation of structured approaches to teaching math and reading in after-school settings. The study is being conducted by MDRC in collaboration with Public/Private Ventures and Survey Research Management. The study was commissioned by the National Center for Education Evaluation and Regional Assistance at the U.S. Department of Educationa€™s Institute of Education Sciences (IES), in response to growing interest in using out-of-school hours as an opportunity to help prepare students academically (Bodilly and Beckett, 2005; Ferrandino, 2007; Miller, 2003). The federal government has been making an investment toward this goal through its 21st Century Community Learning Centers (21st CCLC) funding. A distinguishing feature of after-school programs supported by 21st CCLC funds has been the inclusion of an academic component. Yet, findings from the National Evaluation of the 21st CCLC program indicate that, on average, the 21st CCLC program grants had limited effects on studentsa€™ academic achievement (Dynarski and others, 2003; Dynarski and others, 2004; James-Burdumy et al., 2005). One possible explanation for this finding is that academic programming in after-school centers is typically not sufficiently intensive, usually consisting primarily of sessions in which students received limited additional academic assistance (such as reading/math tutoring or assistance with homework). In response, IES decided to fund the development, implementation, and evaluation of instructional resources for core academic subjects that could be used in after-school programs.In addition to this formal reassessment, brief fluency and comprehension assessments were built into lesson plans. ... and 24 percent of fourth-graders (31 students) and 52 percent of fifth-graders (64 students) were placed in Treasure Harbor.

Title:The Evaluation of Enhanced Academic Instruction in After-School Programs
Author: Alison Black, Marie-Andrée Somers
Publisher:Maroon Ebooks - 2009-09-01

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