evaluation of enhanced academic instruction in after-school programs

findings after the first year of implementation
  • 205 Pages
  • 0.64 MB
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by
U.S. Dept. of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance , Washington, DC
After-school programs -- United States -- Evaluation., After-school programs -- Curricula -- United States., Academic achievement -- United States., Education -- Research -- United St
Statementauthors, Alison Rebeck Black ... [et al.] ; project officer, Elizabeth Warner.
ContributionsBlack, Alison Rebeck., Warner, Elizabeth., Institute of Education Sciences (U.S.), National Center for Education Evaluation and Regional Assistance (U.S.)
Classifications
LC ClassificationsLC34.4 .B43 2008
The Physical Object
Paginationxxv, 205 p. :
ID Numbers
Open LibraryOL22544859M
LC Control Number2008377848

Enhanced Academic Instruction in After-School Programs: Final Report (NCEE ). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of. This is the second and final report from the Evaluation of Enhanced Academic Instruction in After-School Programs — a two-year demonstration and random assignment evaluation of structured approaches to teaching math and reading in after-school settings.

The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation (NCEE ). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.

Department of Education. uation of Enhanced Academic Instruction in After-School Programs — a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5. This is the second and final report from the Evaluation of Enhanced Academic Instruction in After-School Programs — a two-year demon- stration and random assignment evaluation of structured approaches to teaching math and reading in after-school settings.

The enhanced program offered its students academic instruction in reading, whereas 12 percent of those in the regular after-school program group were offered academic instruction in reading, and the other students received primarily homework help and/or tutoring on multiple subjects. The Evaluation of Enhanced Academic Instruction in After-School Programs The two interventions being tested in this evaluation involve providing 45 minutes of formal academic instruction during after-school programs to students who need help meeting local academic standards.

which also include reading a variety of selected books and. Many other after-school programs also provide various forms of academic support.

Findings from a previous national evaluation of the 21st CCLC program indicate that, on average, program grants awarded between and had a limited impact on elementary school students’ academic achievement. The Final Report from the Evaluation of the Enhanced Academic Instruction in After-School Programs This report presents two-year implementation and impact findings on two supplemental academic instruction approaches developed for after-school settings –.

Students in the enhanced program received math instruction that was more structured and intensive than regular after-school program students. The enhanced program produced a 26 to 30 percent increase in hours of academic instruction for math over the course of one school year, and a 22 percent increase over two years.

This report presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs--a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5.

This evaluation seeks to determine whether the enhanced. Enhanced Academic Instruction in After-School Programs was a 2-year intervention that provided math and reading instruction in afterschool settings to children in grades 2–5 who had academic achievement behind grade level.

Enhanced instruction was provided at 50 afterschool centers (25 for enhanced math instruction and 25 for enhanced reading instruction) across 13 states: Alabama. This is the second and final report from the Evaluation of Enhanced Academic Instruction in After-School Programs--a two-year demonstration and random assignment evaluation of structured approaches to teaching math and reading in after-school settings.

Title: The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation: Description: The report, Enhanced Academic Instruction in After-School Programs, is the first of two reports and presents implementation and impact findings after one year of program study tests whether interventions of.

Request PDF | The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE | The primary purpose of this study is to determine whether providing. The report, The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report, includes two parallel impact studies, a math program study ("Mathletics" developed by Harcourt School Publishers) and a reading program study ("Adventure Island" developed by the Success for All Foundation) in which students attending an.

Title: The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report: Description: The restricted-use file for this study contains data from this study for the and school years including school/after-school program characteristics data, program implementation information, after-school staff surveys, and student demographic data and math.

The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings after the first year of implementation: Executive summary: Executive Summary: Preschool education in Virginia and the resulting academic effects for third- and fifth-grade at-risk students: Reports & Papers.

The Evaluation of Enhanced Academic Instruction in After-School Programs: Final report: Executive summary: Executive Summary: Preschool education in Virginia and the resulting academic effects for third- and fifth-grade at-risk students: Reports & Papers: Achieving academic success after school: A randomized evaluation of the Higher.

Measuring success: Evaluating educational programs Yael Fisher (Achva Academic College, Tel-AvivIsrael) Abstract: This paper reveals a new evaluation model, which enables educational program and project managers to evaluate their programs with a.

The evaluation of enhanced academic instruction in after-school programs: findings after the first year of PDF acquired via web archiving "June " "NCEE " Includes bibliographical references (pages ).

Description based on print version record; resource not viewed. Impacts after the first year of implementation of the Evaluation of Enhanced Academic Instruction in After-School Programs, a two-year intervention and random assignment evaluation of structured math and reading instruction in after school programs for children in second through fifth grade, on student reading and math proficiency and academic.

At UCR we have utilized multivariate program evaluation analysis to study the effectiveness of a variety of programs, including the impact of our supplemental instruction program on grade in the course, our first-year learning communities on first-year retention, and our summer bridge program on freshman year grades and retention.

A recent evaluation of LA’s BEST by the Center for Research and Evaluation of Student Standards and Testing (CRESST) at University of California, Los Angeles, found that LA’s BEST students with high levels of attendance in the program were 5 percent less likely to drop out of school and 6 percent more likely to graduate from high school on.

edge that after-school programs can improve young people’s personal and social development, and findings from some individual studies have been positive (e.g., Harvard Family Research Project, ).

Details evaluation of enhanced academic instruction in after-school programs PDF

But no review has been done to evaluate systematically the impact of after-school programs. Description. This report presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs — a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5.

programs meeting ESSA Tier I-III criteria can be found across the grade levels and for almost all program types. Academic programs, which focus on improvement of academic skills, and multicomponent programs, which offer a wide range of activities, have the largest number of effective program options.

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There are. Academic performance, including test scores, grades, graduation rates and college enrollment. Each category begins with the discussion of a larger scale research study—such as a meta-analysis or multi-program evaluation—and then proceeds to research findings at the individual.

Evaluation of Enhanced Academic Instruction in After-School Programs; and The Cost of Quality Out-of-School Time Programs, Quality Time After School. Inshe was the Chief Evaluation Officer for the US Department of Labor overseeing all the department’s program evaluations.

Description evaluation of enhanced academic instruction in after-school programs FB2

Texas Institute for Measurement, Evaluation, and Statistics University of Houston This is Book 1 in the series Practical Guidelines for the Education of English Language Learners: Book 1: Research-based Recommendations for Instruction and Academic Interventions Book 2: Research-based Recommendations for Serving Adolescent Newcomers.

Development, Implementation, and Impact Evaluation of Academic Instruction for After-School Programs. The Department held an open competition and had experts in reading and math select two developers, Success for All in reading and Harcourt Publishers in math, to adapt their research-based school day curricula for use in the after-school.This book examines the eight-year development of the Reading Orienteering Club after-school program, showing how to develop, test, change, and adapt an after-school program to fit the needs of the children who includes case studies and data reports for each year and presents the theory, application, and program evaluation steps that workers in the field or students learning about.Evaluation of the impact of two after-school recreation programs: Reports & Papers: An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children: Reports & Papers: The Evaluation of Enhanced Academic Instruction in After-School Programs: Final.