A Pilot Study of the Stacy and Bo Porter S.E.L.F. Foundation Afterschool Program Effects on Student Performance at Key Middle School, 2013-2014. Evaluation Report. Volume 8, Issue 1

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Autor/in	Holmes, Venita
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	A Pilot Study of the Stacy and Bo Porter S.E.L.F. Foundation Afterschool Program Effects on Student Performance at Key Middle School, 2013-2014. Evaluation Report. Volume 8, Issue 1
Quelle	(2014), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	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	During the 2013-2014 academic year, the S.E.L.F. Foundation engaged 32 predominately at-risk students at Key Middle School (KMS) in afterschool tutorials and enrichment activities to support their academic, social, and emotional development. Outcome measures consisted of reading and mathematics performance before and after program implementation. In addition, student perceptions regarding program benefits were gathered via surveys. Combined passing rates for sixth through eighth grade students improved on both the STAAR reading and mathematics assessments by three and six percentage points, respectively from 2013 to 2014, although grade-level performance varied. Sixth, seventh, and eighth-grade program students outperformed all KMS student groups in mathematics on STAAR. Paired t-test analysis showed increases in STAAR scale scores for sixth and seventh-grade program students in reading, statistically significant increases in scale scores for six and eighth-grade program students in mathematics, and decreases in other areas. An overwhelming majority of students indicated that they were benefitting from all of the program components, with the largest majority specifying physical activities (100%) and tutorials (96%). Although still prevalent, overall discipline rates decreased, while differences in rates of unexcused absences for program students before compared to during the program were lower for 28% of students, and increased for 50% of the students. Consideration should be given to expand program components where students expressed benefits (e.g., physical activities), while incorporating interests (e.g., goal setting), needs (school safety), character-building activities (e.g., confidence to do well in school), and behavioral supports to assist with discipline and school attendance. (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