This study examined the impact of the Whole Schools Initiative arts program on the academic achievement of a group of middle school students as measured by the Mississippi Curriculum Test 2 (MCT2) language arts and mathematics assessment. School year 2012-2013 yearly assessment scores for sixth, seventh, and eighth grade students in 1 middle school in the State of Mississippi were analyzed to determine if a statistically significant difference in academic achievement existed between those who participated in the arts program in elementary school and those who did not. This study was guided by 4 research questions and employed 2 research designs. Correlational research was used to answer research question 1. Question 1 sought to determine the relationships between MCT2 scores of middle school students and the number of years they attended an arts integration school. Questions 2 through 4 was answered using causal comparative research design to determine the differences in MCT2 scores of sixth, seventh, and eighth grade students who attended an elementary school with an arts program and those who did not. The findings of this study indicated that there was a relationship between MCT2 math scores but no relationship between language arts MCT2 scores and attendance in an arts integrated school. In addition, it was determined that there were no significant differences in sixth grade language arts and sixth and seventh grade math achievement scores of students who attended an elementary school with an arts integration program. However, there were significant differences in seventh and eighth grade language arts and eighth grade math scores of students who attended arts integrated elementary. The study concludes with recommendations for future research.

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Afterschool programs are seen as a solution to many of the problems facing our educational system today. In particular, afterschool programs are intended to help low income and at-risk students improve their academic performance. However, all afterschool programs are not created equally. Programs differ in the amount of time students participate, the length of time the program has operated, the types of activities offered, and programs vary depending on the school in which they operate. This paper will demonstrate the ways in which afterschool programs differ and the subsequent impact on academic achievement. Additionally, it will highlight the need for more focused regional analysis of the impact of afterschool programs on academic achievement.

The purpose of this study was to investigate the relationship between disruptive behavior and academic performance. Using an ABA design the experimenter trained a teacher of a disruptive class to use precision teaching technique to reduce the incidence of out-of-seat and talking-out behaviors. The experiment was conducted during the history period. The effects of the experiment upon academic performance in history were measured by equivalent weekly history tests. Students participated in goal setting and selection of reinforcement. Students reached their behavioral goals during 4 of the 5 weeks of treatment. Percentage of occurrence of target behaviors was reduced by 4:1 for talking-out, and 17:1 for out-of-seat, as recorded by outside observers. The mean percentage of correct responses on weekly history tests increased by 36% under treatment conditions. During the reversal phase a slight increase in target behaviors occurred. Single subject analysis showed that all students improved in performance during the treatment phases. A return to baseline conditions brought an incomplete reversal; 19 decreased slightly in academic performance, 12 continued to improve. Results suggest that the children who will benefit most from such interventions are those who, in a disruptive class, have a low or moderate level of academic performance.

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