After-School Math. NCEE Evaluation Brief 2009-4057

Institution	Institute of Education Sciences (ED), National Center for Education Evaluation and Regional Assistance
Titel	After-School Math. NCEE Evaluation Brief 2009-4057
Quelle	(2009), (3 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	After School Programs; Academic Standards; Enrichment; Mathematics Education; Mathematics Instruction; Evaluation; Mathematics Achievement; Attendance; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Bereicherung; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Evaluierung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Anwesenheit
Abstract	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.] (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/pubs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10