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The 21st Century Community Learning Center Program is a key component in the No Child Left Behind Act. It presents an opportunity for students and their families to continue to learn new skills after the regular school day has ended. The focus of the program is to provide expanded academic enrichment opportunities for children attending low performing schools. Tutorial services and academic activities are designed to help students meet local and state academic standards in subjects such as reading and math. In addition, programs provide youth development activities, drug and violence prevention programs, technology education programs, art, music, and recreational programs. The purpose of this study was to analyze the components of a rural 21st Century Community Learning Center program located in Tazewell, Tennessee, and to determine the impact of the center on the education and welfare of the students and their families who live in this rural town and attend the three Claiborne County schools involved in the grant program. The study focused on the extent to which Claiborne County’s 21st Century Community Learning Center Program was successful in implementing the criteria set forth by the U.S. Department of Education concerning the eight components necessary to be an effective after-school program. The findings from the study indicated that these eight components were being implemented; however, there were also areas of need that should be monitored closely to ensure that the program continues to progress towards becoming an exemplary after-school program.

The purpose of the study was to identify which factors are most closely related to academic success during the freshman year for low socioeconomic students in one urban high school. This was an ex post facto study conducted in one urban high school in East Tennessee. The subjects were students enrolled in the 9th grade during the 2005-2006 and 2006-2007 academic school years. Low socioeconomic students were divided into 2 groups based on academic performance during their freshman year of high school. Students with GPAs of 2.5 or higher were classified as higher performing, low socioeconomic status (HLSES). Students with GPAs of 2.4 or lower were considered lower performing, low socioeconomic status (LLSES). The higher achieving group contained 85 students; the lower achieving group had 292 students. Relationships between 9 predictor variables (ethnicity, gender, involvement in extra curricular activities, scores on 7th grade TCAP reading-language arts and mathematics tests, number of out of school suspension days, literacy scores, mobility rates, and attendance) were examined across the 2 groups. Chi-square tests were conducted to compare the 2 groups with regard to involvement in extracurricular activities, gender, and ethnicity. All remaining quantitative predictor variables were compared using independent t tests. Two sets of multiple regressions were conducted, 1 for the higher performing group and 1 for the lower performing group, to determine which of the predictor variables had the strongest relationship to students' GPAs. From the higher performing group, 10 students were interviewed to uncover the factors they credited as having the biggest impact on their academic success during their freshman year. Significance was found for 8 of the 9 predictor variables. Student mobility was the only non-significant factor between the groups. None of the variables had a significant relationship to the higher performing groups' GPA. Four variables, gender, number of suspension days, number of days absent, and involvement in extracurricular activities were significantly related to students' GPA in the lower performing group. Self-discipline, determination, and guidance from an adult to help them stay focused were the main factors cited for academic success by students during their freshman year.

No description available.

Predictive statistical modeling shows promise in accurately predicting academic performance for students enrolled in online programs. This approach has proven effective in accurately identifying students who are at-risk enabling instructors to provide instructional intervention. While the potential benefits of statistical modeling is significant, implementations have proven to be complex, costly, and difficult to maintain. To address these issues, the purpose of this study is to develop a fully integrated, automated predictive modeling system (PMS) that is flexible, easy to use, and portable to identify students who are potentially at-risk for not succeeding in a course they are currently enrolled in. Dynamic and static variables from a student system (edX) will be analyzed to predict academic performance of an individual student or entire class. The PMS model framework will include development of an open-source Web application, application programming interface (API), and SQL reporting services (SSRS). The model is based on knowledge discovery database (KDD) approach utilizing inductive logic programming language (ILP) to analyze student data. This alternative approach for predicting academic performance has several unique advantages over current predictive modeling techniques in use and is a promising new direction in educational research.

The problem for this study was the need to increase and maintain in student achievement in charter schools. The purpose of this single-case study was to discover how an inner city charter school with a high percentage of at-risk students increased overall student achievement and attained acceptable performance status when faced simultaneously with administrative challenges and increases in state and federal standards. The participants for the single-case study included the school district’s superintendent, the high school principal, the dean of students, four faculty of the district, and one outside consultant appointed to work with the district by the state of Texas. The sampling for this study allowed for the opportunity to study in greater depth the choice of reform strategies and organizational structure designed to result in increased student achievement and student success over the course of two years. Since this was a single-case study of one charter school district, participants were referenced by the role in which they served. All district, campus, and participant names remained anonymous. The results showed the increased student achievement was made possible by several reform strategies and best practices. The primary reform strategies and best practices that had the greatest impact were consistent campus leadership and parent and community involvement with the campus. Mission and focus were secondary strategies that contributed to increasing teacher effectiveness and student achievement. All of the interviewees stated their work was “all about the kids” to support the theme of the common mission and focus the campus and district.

The purpose of this study was to determine the effects of using computer-managed, integrated testing and skills software with individualized homework packets on the reading achievement and attitudes of at-risk students in a low achieving urban school. An additional purpose was to determine teacher attitudes toward using technology to deliver, measure, and manage instruction.

The purpose of this study was to determine whether using integrated, networked testing and skills software combined with parental participation would increase students' achievement in reading, improve students' self-esteem and improve attitude toward school. Further, the purpose was to determine if parental participation promotes improved attitude toward school.

The purpose of the study was to compare the relative benefits of treating at-risk students, those considered to be potential dropouts, by separating them into special classes at a separate facility—a pullout program—versus having them remain in regular classes with periodic supplemental counseling based upon individual needs—a mainstream program. To carry out the purpose of the study, students enrolled in the two types of treatment programs were compared in respect to retention in school, attendance, academic achievement based upon pretest and posttest scores, report card grades, and attitude toward school.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.