Stacey and Bo Porter SELF Foundation Afterschool Program: Academic and Social Impacts on Key, Revere, and Meyerland Middle Schools, 2015-2016. Evaluation Report. Volume 11, Issue 1

Autor/in	Holmes, Venita
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Stacey and Bo Porter SELF Foundation Afterschool Program: Academic and Social Impacts on Key, Revere, and Meyerland Middle Schools, 2015-2016. Evaluation Report. Volume 11, Issue 1
Quelle	(2016), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; At Risk Students; Middle School Students; Academic Ability; Student Development; Social Development; Emotional Development; After School Programs; Program Effectiveness; Reading Achievement; Mathematics Achievement; Student Attitudes; Grade 6; Grade 7; Grade 8; Physical Activities; Tutoring; Goal Orientation; School Safety; Self Efficacy; Student Behavior; Attendance; Racial Differences; Ethnicity; Age Differences; Limited English Speaking; Low Income Students; Interpersonal Competence; Academic Persistence; Skill Development; Discipline; Texas (Houston) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Soziale Entwicklung; Gefühlsbildung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Förderkonzept; Nachhilfeunterricht; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Student behaviour; Anwesenheit; Rassenunterschied; Ethnizität; Age; Difference; Age difference; Altersunterschied; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Disziplin
Abstract	The SELF Foundation afterschool program involved 255 students at Key, Revere, and Meyerland (formerly Johnston) middle schools in tutorials and enrichment activities to support their academic, social, and emotional development. All students at SELF schools were allowed to participate in a character-building essay contest for prizes. Program impact was measured using STAAR reading and math performance, attendance, and disciplinary actions of SELF students compared to non-program students enrolled at SELF schools. Both groups showed gains in reading and math from 2015 to 2016; however, SELF students achieved higher increases in mean scale scores from 5th to 6th grade in math, 6th to 7th grade in reading and math, and 7th to 8th grade in math. Propensity score matching using STAAR of 8th-grade SELF students who participated in the DOORS program, revealed an estimated increase of nearly 10 scale score points in reading and math due to SELF program participation. Disciplinary outcomes were better for SELF students compared to non-SELF students relative to the percentage of students with "no" in-school and out-of-school suspensions, alternative placements, or other disciplinary referrals retrospectively in 2016 from 2015. The mean numbers of excused, unexcused, and total absences were lower for SELF students relative to the non-SELF comparison group. The vast majority of students indicated that they were benefitting from all program components, with the largest majority specifying physical activities (93%) and tutorials (90%). The Foundation should consider expanding these components, while building character traits that support positive self-esteem, community service, safety, and preparation for future education and careers. (As Provided).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04