Independent Statewide Evaluation of After School Programs: ASES and 21st CCLC Year 2 Annual Report. CRESST Report 789

Autor/inn/en	Huang, Denise; Silver, David; Cheung, Mandy; Duong, Nikki; Gualpa, Alice; Hodson, Cheri; La Torre Matrundola, Deborah; Obregon, Nora; Rickles, Jordan; Rivera, Gwendelyn; Sun, Yulin; Thomas, Larry; Vazquez, Vanessa
Institution	National Center for Research on Evaluation, Standards, and Student Testing
Titel	Independent Statewide Evaluation of After School Programs: ASES and 21st CCLC Year 2 Annual Report. CRESST Report 789
Quelle	(2011), (129 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; After School Education; After School Programs; Educational Opportunities; Partnerships in Education; School Community Relationship; Longitudinal Studies; At Risk Students; Standardized Tests; Academic Achievement; Institutional Characteristics; Language Arts; Program Evaluation; California + Suchen Sie Ihr Suchwort? After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; After school education; Program; Programs; Programme; Programm; Bildungsangebot; Bildungschance; Hochschulpartnerschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Standadised tests; Standardisierter Test; Schulleistung; Sprachkultur; Programme evaluation; Programmevaluation; Kalifornien
Abstract	After school programs offer an important avenue for supplementing educational opportunities. In California, the After School Education and Safety (ASES) program creates incentives for locally driven after school programs to partner with schools and communities in providing academic support and safe, constructive alternatives for elementary and middle school students. This paper presents findings from Year 2 of a four-year longitudinal study describing the statewide landscape of the California ASES programs. It examines the effectiveness and efficiencies of these programs in recruiting and retaining students at risk and in increasing their academic successes as indicated by California Standardized Test scores, youth development outcomes, and the English learners' California English Language Development Test scores. Appendices include: (1) Summary of Data Sources and Profiles of Student Characteristics (Chapter III); and (2) Student and School Characteristics (Chapter IV). (Contains 75 tables, 7 figures and 7 footnotes.) (As Provided).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10