The Impact of 21st Century Learning Centers on the Academic Achievement of Fourth Graders

Autor/in	Flood, Christa Leticia
Titel	The Impact of 21st Century Learning Centers on the Academic Achievement of Fourth Graders
Quelle	(2013), (121 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wingate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3920-9710-6
Schlagwörter	Hochschulschrift; Dissertation; After School Programs; Grade 4; Elementary School Students; Enrichment Activities; Reading Achievement; Mathematics Achievement; Achievement Tests; Urban Schools; Attendance; Discipline; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; School year 04; 4. Schuljahr; Schuljahr 04; Bereicherungsprogramm; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Anwesenheit; Disziplin
Abstract	There are more than 28 million children in the United States who have parents that work outside of the home with more than one-fourth of these children going home without supervision (U.S. Department of Justice, 1998). Children are left alone and this often places them in unsafe situations. For many children, this societal change might be the difference between a happy life and an unhappy one, or for some, even between life and death. Therefore, the need for after-school programs has drastically increased across the country. In 1998, the introduction of the federally funded 21st Century Community Learning Centers responded to the need to help provide a safety net for children and help increase student academic performance. This quantitative study determined whether fourth graders who participated in the 21st-CCLC program at two Title I, urban schools in North Carolina performed higher on state End-of-Grade assessments in reading and math compared to students who did not participate in the program. In order to detect whether or not any statistically significant changes (p < 0.05) existed between students enrolled in the program and students who were not, t-tests were performed. For each variable of interest, a t-test was performed to determine the difference between participants and non-participants in Reading and Math EOG scores, total absences, excused absences, unexcused absences, and disciplinary incidents. In each case a t-test assuming unequal variances was completed, with the participants serving as Group A and the non-participants serving as Group B. The results and data tables are presented in Chapter Four. Overall, students who participated in the 21st-CCLC performed higher on their End-of-Grade Reading and Math tests as evidenced through the t-test results. With regards to whether or not participation in the CCLC resulted in decreased absenteeism and disciplinary incidents, there was evidence to suggest that participation had this effect. Given the historical analysis of 21st-CCLCs as well as this study and its results, there are many recommendations to ensure that the after-school programs being studied, and similar ones, have stronger results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01