After-School Programs Dissertations

Programs are designed to follow a community school model, which sees the school as the center point of the community where youth, families, and community residents work as equal partners with schools and other community institutions to develop programs and services.Community schools aim to foster strong partnerships between schools, families, and community partners, share accountability for results, set high expectations for all, build on the community’s strengths, and embrace diversity.

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Research concerning the effects of after-school programs on student social and academic outcomes has been mixed.

Several large-scale evaluations of federally funded 21st Century Community Learning Centers after-school programs found no effects on student academic achievement among elementary or middle school students [2].

Programs provided out-of-school care with an emphasis on activities designed to foster student achievement and social emotional growth.

The nine program sites were housed in schools from three public school districts and served children from prekindergarten through sixth grade.

These studies have examined program and individual student factors and suggest that a combination of individual, program, and contextual factors is important when assessing the impact of after-school programs [2–4].

According to the Harvard Family Research Project model, variability in the effects of after-school programs on academic and social outcomes is best explained by variability in student participation, a three-part construct that includes student enrollment, attendance, and engagement [5].Department of Psychology, Georgia State University, 1360 Peachtree Street NE, Suite 1020, Atlanta, GA 30309, USAReceived 29 January 2014; Accepted 3 March 2014; Published 10 April 2014Academic Editor: Xinyin Chen Copyright © 2014 Kathryn E. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Research on the relationship between after-school program participation and student outcomes has been mixed, and beneficial effects have been small.In the present study, we use data from a longitudinal study of after-school programs in elementary schools to examine staff ratings of students’ engagement in after-school program activities and how engagement is associated with academic and social outcomes in school.Most empirical investigations of student engagement during school or in after-school activities have relied on either student or teacher/staff reports, with similar patterns of findings across reporters [7–9, 11].The factor structure of the staff-rated measure of student engagement was examined by exploratory factor analysis.Multiple regression analyses found that student engagement in academic, youth development, and arts after-school program activities was significantly related to changes in teacher ratings of academic skills and social competence over the course of the school year and that students with the greatest increase in academic skills both were highly engaged in activities and attended the after-school program regularly.There is however a larger body of literature on the effects of student engagement during the school day.This literature—which conceptualizes engagement as multidimensional and having cognitive, emotional, and behavior components—shows that engagement in school is robustly associated with higher academic achievement and lower risk of school dropout (e.g., [9–12]).All participants were enrolled in one of nine after-school program sites located in elementary schools in the inner-circle suburbs of a Midwestern city.Over the course of the two years of the study, most sites were in their first two full years of operation.

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  • STUDY OF AFTER-SCHOOL CARE PROGRAM QUALITY OBSERVATION Deborah Lowe.
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    STUDY OF AFTER-SCHOOL CARE PROGRAM QUALITY OBSERVATION Deborah Lowe Vandell & Kim M. Pierce The Program Quality Observation PQO comprises global qualitative ratings of after-school programs and time samples of children’s activities and interactions in the programs. The…

  • AFTER SCHOOL PROGRAM - edu
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    School-based after-school programs, there is very little research on programs run under the PAL model. The purpose of this study was to examine staff practices in a PAL program and the relationship between support for these practices and outcomes related to the internal asset, bonding to school i.e. school connectedness.…

  • A Review of Research on Participant Outcomes in After-School Programs.
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    After-school programs that provide additional learning opportunities for children are seen as potentially powerful opportunities to improve student learning and facilitate other positive youth outcomes.…

  • A Comparison Between a Comprehensive Wellness-Based After-School.
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    The purpose of this study was to compare the Translational Health in Nutrition and Kinesiology THINK, a comprehensive wellness based after-school program, to a traditional YMCA after-school program on measures of physical fitness, health-related variables, and executive cognitive function in a group of 102 elementary school, minority children mean age= 9.2 years following a 10-week intervention period.…

  • Afterschool program Essay Example - Free Essays, Term Papers
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    The combined efforts of the Washington, DC School system and the Woodson Foundation in the development of an Afterschool program to help increase and improve student outcomes. They have identified amply room for improvement. Three of the primary problems in the Washington, DC School systems are truancy, low student performance, and crime.…

  • After-School Programs Polk County Public Schools
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    After-School Programs The hours between the final bell and when parents are able to pick up their children are a critical period of time. Engaging, challenging after-school programs can help solidify what students have learned during the day, and adult supervision ensures they’ll be safe until they go home each day.…

  • Doctoral Dissertations - opencommons.uconn.edu
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    Carlos, Shirley Helen, "A comparative case study of an African American church-based educational after-school program partnership and an independent educational after-school program" 2002. Doctoral Dissertations.…

  • Are 21st Century After School Programs an Effective Academic.
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    University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 2017 Are 21st Century After School Programs an…

  • Free after-school programs Essays and Papers
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    Effective After-school Programs. There are many programs that bring awareness and prevention to alcohol and drugs. The South Carolina Afterschool Alliance program provides groups and organizations with an effective after-school program plan. The after-school programs are essential in promoting awareness and prevention of drugs, alcohol, tobacco.…

  • How to Write a Proposal for After-School Programs Bizfluent
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    A good proposal for an after-school program anticipates the questions and concerns of potential supporters, providing forward-thinking details as if the program already is in operation. Relevant information ranges from broad to specific, from target outcomes to day-to-day procedures.…

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