After-School Reading. NCEE Evaluation Brief. NCEE 2009-4056 PDF Download

Author: Institute of Education Sciences (ED), National Center for Education Evaluation and Regional Assistance
Publisher:
ISBN:
Category :
Languages : en
Pages : 3

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Book Description
After-school programs receive federal support through the 21st Century Community Learning Centers, established in 1999. A primary purpose of the program is to provide opportunities for academic enrichment to help students meet state and local standards in core content areas. Findings from a previous national evaluation of the program indicate that the program grants awarded between 1999 and 2002 had, on average, a limited academic impact on the academic achievement of participating elementary school students. This brief presents findings for the first of two years of program operations (school year 2005-06) on a study for reading. (Contains 1 figure.) [For the full report, "The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021," see ED501655.].

Author: National Center for Education Evaluation and Regional Assistance (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 3

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Book Description
After-school programs receive federal support through the 21st Century Community Learning Centers, established in 1999. A primary purpose of the program is to provide opportunities for academic enrichment to help students meet state and local standards in core content areas. Findings from a previous national evaluation of the program indicate that the program grants awarded between 1999 and 2002 had, on average, a limited academic impact on the academic achievement of participating elementary school students. A possible factor is that most academic activities at the evaluation sites consisted of homework sessions in which students received limited additional academic assistance (such as instruction or assistance with homework). In addition, attendance was limited and sporadic. But analyses comparing the academic outcomes of frequent and infrequent participants suggest that increasing attendance alone is unlikely to improve the academic findings. So, the limited academic effects and the low levels of formal academic assistance offered in these programs highlight the need for better academic programming. In response, the Institute of Education Sciences supported the development and evaluation of instructional resources in core content areas that could be used in after-school programs. This brief presents findings for the first of two years of program operations (school year 2005-06) on a study for math. (Contains 1 figure.) [For the full report, "The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021," see ED501655.].

Author: Institute of Education Sciences (ED), National Center for Education Evaluation and Regional Assistance
Publisher:
ISBN:
Category :
Languages : en
Pages : 3

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Book Description
After-school programs receive federal support through the 21st Century Community Learning Centers. A primary purpose of the program is to provide opportunities for academic enrichment to help students meet state and local standards in core content areas. This brief presents findings for the first of two years of program operations (school year 2005-06) on a study for math. Harcourt School Publishers was selected through a competitive process to adapt its school-day materials for use in the after-school setting. "Mathletics" was developed to be engaging for students, tied to academic standards, appropriate for students from diverse economic and social backgrounds, and fairly easy for teachers to use with a small amount of preparation time. The program resulted in 49 more hours of math instruction during the school year (30 percent more) for math program students than for their counterparts. Participating students scored 2.8 scaled points higher on a test of math achievement at the end of one year, an 8.5 percent difference in achievement growth. The impacts did not vary significantly for students in different grades or with different prior levels of achievement. Nor did the math program students and their counterparts differ significantly on other in-school behavior. (Contains 1 note and 1 figure.) [For the full report, "The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021," see ED501655.].

Author: Alison Rebeck Black
Publisher:
ISBN:
Category :
Languages : en
Pages : 345

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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 afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- 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 two-year demonstration and random assignment evaluation of structured approaches to teaching math and reading in after-school settings. This report includes two parallel impact studies, a math program study ("Mathletics" developed by Harcourt School Publishers) and a reading program study ("Adventure Island" developed by the Success for All Foundation) in which students attending an afterschool program are assigned by lottery to either receive the structured academic programming or the afterschool programming regularly offered. For each academic program, the evaluation design allows for information about the one-year impact in the first and second years of operation as well as the two-year impact in which the program was offered to students for two consecutive years. Data on after-school staff characteristics, program implementation, and student outcomes were collected in the first and second years in 27 centers (12 providing the reading program and 15 providing the math program). Key findings for the enhanced math program were: (1) One year of enhanced instruction produces positive and statistically significant impacts on student achievement; (2) Two years of the enhanced program produces no additional achieve-ment benefit beyond the one-year impact; (3) There was program fidelity across both years of implementation; (4) Students in the enhanced program received math instruction that was more structured and intensive than regular after-school program students; and (5) No clear lessons emerge for program improvement or targeting the program in particular types of schools. Key findings for the enhanced reading program were: (1) The enhanced program has no impact on total reading test scores after one year of participation; (2) Two years of participation produces significantly fewer gains in reading achievement for students in the enhanced program group; (3) Though the reading program was staffed and supported as planned, implementation issues--especially related to the pacing of lessons--occurred in both years; (4) Students in the enhanced program received reading instruction that was more structured and intensive than regular after-school program students; and (5) No systematic relationship exists between center-level impacts and program implementation or the local school context. (Appended are: (1) Findings after the First Implementation Year and Differences between Centers that Participated in Both Years of the Study and Centers that Participated Only in the First Year; (2) Statistical Precision and Minimum Detectable Effect Size; (3) Creation of the Analysis Sample (Math Centers); (4) Creation of the Analysis Sample (Reading Centers); (5) Implementation Measures from Structured Protocol Observations and Class Record Forms; (6) Outcome Measures; (7) Statistical Model and Sensitivity Analyses (Impact of Offering One Year of Service); (8) Statistical Model and Sensitivity Analyses (Impact of Offering Two Years of Service); (9) Exploratory Analysis: The Association Between Receiving Two Years of Enhanced After-School Academic Instruction and Student Achievement; and (10) Exploratory Analysis: Linking the Impact of One Year of Enhanced Services on Student Achievement with School and Program Characteristics. Contains 68 tables, 21 figures, 4 boxes, and 18 footnotes.).

Author: David E. DeMatthews
Publisher: Springer
ISBN: 3030108317
Category : Education
Languages : en
Pages : 231

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This book provides a comprehensive and interdisciplinary examination of dual language education for Latina/o English language learners (ELLs) in the United States, with a particular focus on the state of Texas and the U.S.-Mexico border. The book is broken into three parts. Part I examines how Latina/o ELLs have been historically underserved in public schools and how this has contributed to numerous educational inequities. Part II examines bilingualism, biliteracy, and dual language education as an effective model for addressing the inequities identified in Part I. Part III examines research on dual language education in a large urban school district, a high-performing elementary school that serves a high proportion of ELLs along the Texas-Mexico border, and best practices for principals and teachers. This volume explores the potential and realities of dual language education from a historical and social justice lens. Most importantly, the book shows how successful programs and schools need to address and align many related aspects in order to best serve emergent bilingual Latino/as: from preparing teachers and administrators, to understanding assessment and the impacts of financial inequities on bilingual learners. Peter Sayer, The Ohio State University, USA

Author:
Publisher: Academic Press
ISBN: 0124200494
Category : Science
Languages : en
Pages : 323

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International Review of Research in Developmental Disabilities is an ongoing scholarly look at research into the causes, effects, classification systems, and syndromes of developmental disabilities. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences. The current volume, number 46, addresses current issues in the education of students with visual impairments. Topics covered include the expanded core curriculum for students with visual impairment; assistive technology; Braille reading comprehension; communication development; orientation and mobility issues, and more. - Provides the most recent scholarly research in the study of developmental disabilities - A vast range of perspectives is offered, and many topics are covered - An excellent resource for academic researchers

Author: Jere E. Brophy
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 422

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 148

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Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development.

Author: Victoria L. Bernhardt
Publisher: Routledge
ISBN: 1351587862
Category : Education
Languages : en
Pages : 426

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Book Description
Data Analysis for Continuous School Improvement provides a new definition of school improvement, away from a singular focus on compliance, toward a true commitment to excellence. This book is a call to action. It is about inspiring schools and school districts to commit to continuous school improvement by providing a framework that will result in improving teaching for every teacher and learning for every student through the comprehensive use of data. A culmination of over 30 years of doing the hard work in schools and districts both nationally and internationally, Data Analysis for Continuous School Improvement shares new, evidence-based learnings about how to analyze, report, communicate, and use multiple measures of data. The updated edition provides a wealth of tools, protocols, timelines, examples, and strategies that will help schools and districts become genuine learning organizations.

Author: John C. Maxwell
Publisher: Center Street
ISBN: 1455518212
Category : Business & Economics
Languages : en
Pages : 288

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Book Description
In this inspiring guide to successful leadership, New York Times bestselling author John C. Maxwell shares his tried and true principles for maximum personal growth. Are there tried and true principles that are always certain to help a person grow? John Maxwell says the answer is yes. He has been passionate about personal development for over fifty years, and for the first time, he teaches everything he has gleaned about what it takes to reach our potential. In the way that only he can communicate, John teaches . . . The Law of the Mirror: You Must See Value in Yourself to Add Value to Yourself The Law of Awareness: You Must Know Yourself to Grow Yourself The Law of Modeling: It's Hard to Improve When You Have No One But Yourself to Follow The Law of the Rubber Band: Growth Stops When You Lose the Tension Between Where You are and Where You Could Be The Law of Contribution: Developing Yourself Enables You to Develop Others This third book in John Maxwell's Laws series (following the 2-million seller The 21 Irrefutable Laws of Leadership and The 17 Indisputable Laws of Teamwork) will help you become a lifelong learner whose potential keeps increasing and never gets "used up."