<p><a>In-school interactions between afterschool educators and high school youth can increase youth participation in afterschool programs. As a result of participation, afterschool programs may offer a range of academic, social, and emotional outcomes to support positive youth development and prepare high school students for post-secondary education.</a> However, high school youth have the lowest afterschool participation rates of any age group due to competing interests such as home responsibilities, jobs, tougher academic courses, and other extracurricular activities (Afterschool Alliance, 2020). Previous research indicates repeated positive adult-youth interactions lead to the development of relationships that support the needs of the youth (Rhodes, 2002). If afterschool educators and youth have positive interactions during the school day, youth may be more likely to attend afterschool to seek academic assistance and further develop a mentoring relationship with the afterschool educator. Additionally, continuous youth afterschool participation can be shaped by the afterschool physical learning environment and an afterschool educator’s self-efficacy, beliefs, and behaviors due to their impacts on the youth’s afterschool experience. Therefore, this study investigated the in-school and afterschool factors predicting high school youth participation in a GEAR UP afterschool program. </p><p>The purpose of this study was to explain and predict high school student participation in a Midwestern state GEAR UP afterschool program based on the in-school adult-youth interactions, afterschool physical environment, and afterschool educator self-efficacy, behaviors, and beliefs. Participants of this study included 9^th and 10^th grade youth enrolled in a GEAR UP school (<i>N</i> = 6767) as well as GEAR UP afterschool program regional directors and building coordinators (<i>N</i> = 18). Quantitative data for youth participants was collected from GEAR UP database records regarding measures of in-school adult-youth interactions and afterschool participation. Quantitative data for afterschool educators was collected using a web-based survey, which gathered information about the afterschool physical learning environment and the educator’s self-efficacy, beliefs, and behaviors during the afterschool program. The data was analyzed using descriptive statistics, correlations, multiple regression analysis, and inferential statistical tests. </p><p></p><p>There were five conclusions for this study. First, afterschool educators were somewhat self-efficacious, believed STEM education to be very important, demonstrated STEM behaviors occasionally, and agreed the afterschool physical learning environment was suitable. Second, free and reduced lunch status; educator behaviors; one-on-one instruction; and counseling, advising, and academic planning predicted 5.3% variance in high school student afterschool participation. Third, individualized adult-youth interactions were positively related to afterschool participation. Fourth, youth afterschool participants reported greater hours of one-on-one instruction than nonparticipants, and nonparticipants reported greater hours of counseling, advising, and academic planning than participants. Fifth, youth afterschool participation rates and hours spent in afterschool program activities varied at the school level. Recommendations for future research, implications for theory, and practical applications for afterschool educators, afterschool program developers, and school administrators were discussed. </p><br><p></p>

Background: Childhood obesity is a pressing public health concern; the prevalence of childhood obesity is 15.5% in Virginia. About 15% of Virginia's K-12 population participates in after-school programs (ASPs), identified as appropriate venues in which to promote healthy eating. In 2011, the National Afterschool Association (NAA) adopted the evidence-based Healthy Eating and Physical Activity Quality Standards (HEPAQS) to address snack quality and physical activity in ASPs. Although research has indicated promise in implementation of such policies in after-school programs, a need for assessment of effectiveness still exists. Are the quality standards being implemented effective in increasing positive nutritional habits among children in ASPs? In 2014, Danville Parks and Recreation (PandR), a key partner in the Dan River Partnership for a Healthy Community (DRPHC), adopted the HEPAQS policies to improve the nutrition and physical activity of attending students. Objective: The primary purpose of this study was to determine the effectiveness of the adopted HEPAQS Healthy Eating standards by comparing the quality of snacks served at the ASP sites before and after the HEPAQS policies were implemented. A secondary purpose of this study was to describe the quality of snacks among both policy-adoption and comparison sites. The tertiary purpose of this study was to compare the quality of program versus non-program snacks in the ASPs. Methods: To meet the objective, a natural experiment followed a pre-post evaluation design to determine the impact of adoption of the Healthy Eating standards at three policy-adoption ASPs. Applying an interrupted time series design, a total of 531 children's snack observations were performed across all sites during a five-week pre-policy adoption data collection period and 412 total snack observations were performed during a six-week post-policy data collection period. Direct observation methods including a modified quarter-waste method for dietary observations and the HAAND tool were conducted by trained research staff to collect snack quantity, type, brand, and amount consumed. Observational data was entered into statistical software for hypothesis testing. Data were also analyzed using Nutrition Data System for Research (NDSR) software to determine the mean servings, fluid ounces, or grams of each nutrient specified in the adopted Healthy Eating standards. Results: Adoption of the Healthy Eating standards among the three policy-adoption sites did not result in better snack quality based on adherence to the Healthy Eating standards. Policy-adoption sites were only meeting four of the nine adopted Healthy Eating standards post-policy, almost all of which were also being met pre-policy: serving foods without trans-fats, serving no sugar-sweetened beverages (SSBs), limiting fruit juice to one 8 oz. serving, and avoiding artificially sweetened beverages. By post-policy data collection, policy-adoption sites were not meeting five of the nine adopted standards: weekly serving a fruit or vegetable, offering water at all times, serving no candy or sugar-based snacks, emphasizing whole grains, and serving no snack chips. Although no significant changes were expected among comparison sites, they saw a significant increase in 100% fruit juice consumption and a decrease in grams of trans-fat from pre- to post-policy data collection. Across all five sites, program snacks were generally healthier than non-program snacks, as program snacks contained less SSBs, sweets, and snack chips. Conclusion: Adoption of the Healthy Eating standards among the three policy-adoption sites did not result in better snack quality. Pursuing additional HEPAQS regarding implementation, staff training, and social and program support may be necessary to impact snack quality. ASPs may improve non-program snack quality by addressing HEPAQS for vending machines and guidelines provided to parents regarding non-program snacks. The PandR partners of the Dan River Partnership for a Healthy Community should continue to seek support as they implement the Healthy Eating standards in their ASPs. / Master of Science

Tesis para optar al grado de Magíster en Administración / Autores no mandan autorizaciones, para subir acceso a texto completo de su documento. / Ana Carolina Rojas, [Parte I], Richard Guzmán G. [Parte II] / El modelo de cuidados de niños “ChildCare”, tiene sus orígenes en Estados Unidos en el año 2002 y de este modelo deriva el “Afterschool”, el cual se caracteriza por prestar servicios de cuidado de niños posterior a la jornada escolar. Según algunos estudios realizados en este país, más de a mitad de los estudiantes que participan en estos programas, mejoran su comportamiento y tienen un 30% menos de probabilidades de sufrir maltrato o algún tipo de accidentes caseros. Por otro lado, un estudio de la ONG norteamericana Fight Crime, señala que ChildCare como After shools, son beneficiosos tanto para los niños como sus padres, esto debido a que un 59% de los padres cuyos hijos asisten a este tipo de instituciones, conservó su trabajo y un 54% perdió menos horas hábiles laborales1. Es importante mencionar que el principal objetivo de este tipo de programas consiste en desarrollar en el escolar, valores como disciplina y habilidades sociales como académicas, las cuales son ventajas importantes que obtienen los niños que asisten a estos programas, permitiéndoles como consecuencia potenciar sus propias habilidades y alcanzar mejores resultados a lo largo de la vida. En nuestro país han existido algunas iniciativas tratando de emular este modelo de negocios, sin embargo en el mercado regional actualmente existen escasos lugares en donde se ofrecen estos servicios. Hoy en día existen sólo 7 centros concentrados en 6 comunas de la Región Metropolitana. Cada uno de ellos, ofrece un servicio similar, sin grandes diferenciaciones mostrando un bajo enfoque académico, con poca organización y sin un claro desarrollo del potencial de los niños en diversas áreas del conocimiento, en resumen su primordial actividad consiste en mantener a los escolares realizando actividades poco productivas en temas educacionales y siendo más bien guarderías con pocas actividades recreativas. Nuestra propuesta de valor, como programa ChildCare & After School, es ofrecer educación integral para los niños, facilitando y apoyando a los padres durante las horas posteriores o anteriores a la jornada escolar, en un ambiente seguro y opciones variadas en un mismo lugar con la finalidad de entregar un servicio total, pretendiendo centrar nuestros esfuerzos en tres ejes fundamentales: apoyo en las tareas que los niños, espacio de esparcimiento que permitan diversión en un ambiente agradable y cuidado seguro con los más altos estándares de calidad. Nuestro mercado objetivo, cumple con determinadas características, las cuales serán detalladas en el análisis de la industria y mercado objetivo, de la cual es posible inferir, que existe un mercado potencial de 38.856 menores divididos en 28.871 alumnos en la mañana y 9.985 en la tarde, sólo en la Región Metropolitana. Inicialmente pretendemos estar presentes en 3 comunas de la Región Metropolitana, seleccionadas en base a nuestro análisis de mercado y segmentación, para ello necesitamos de una inversión inicial de $38.915.000, la cual serán financiadas en un 100% por los socios de la empresa. Nuestro plan de crecimiento establece adicionalmente la apertura de un centro educacional, a contar del tercer año, uno en el cuarto y otro en el quinto año de funcionamiento, en las comunas que se registren las mayores demandas de este tipo de servicios. Dado lo anterior, pretendemos ser el mayor centro de cuidado de niños de pre y post jornada escolar con una participación del 13,43% del mercado objetivo. Ver anexo A. Tras un análisis de mercado y revisando los antecedentes que maneja actualmente la competencia, podemos mencionar que el mercado está dispuesto a pagar entre $80.000 a los $220.000 por este tipo de servicios, ya sean competidores directos o sustitutos. Nuestra propuesta base tendrá un valor mensual de $110.000 la media jornada con una matrícula anual de $100.000, sin embargo se planean realizar varios planes que se ajusten a las necesidades de nuestros consumidores

This study investigates children’s peer culture, social networks and the role that kids’ food plays in peer exchanges during middle childhood. During this stage children develop social competencies as they join peer groups with other children and become socialized into children’s peer culture. In order to immerse myself within children’s culture, I conducted ethnographic fieldwork at two afterschool programs providing care for elementary school children. I investigated friendships, social networks and exchanges among third through fifth grade children at the programs. The study included participant observation and participatory group interviews with a sample of the children at both sites. The findings reveal how children use exchange of snack foods, candy and toys to build social connections among peers. The results indicate that children are active participants and creators in their peer cultures. They manipulated adult norms to structure oppositional identities as children. One tool for identifying with peers and gaining social acceptance are kids’ foods, which are processed food items marketed for children. Kids’ food served as a form of social currency in expressing friendship and connection. For the children in this study, food provided for edible consumption, entertainment and symbolic connection to peers. The results of this research demonstrate the need to approach child nutrition promotion from a cultural and social view point of children, not only based on physical and health motivation.

No description available.

The purpose of this study was to determine what impact a No Child Left Behind-related afterschool tutoring program had on reading achievement of elementary students in a Mississippi rural school setting. The research questions that guided this study were (1) Is there a significant difference between the 2008 and 2009 Mississippi Curriculum Test, 2nd Edition language arts scores of elementary students who participated in a No Child Left Behind-related afterschool tutoring program in a Mississippi rural school setting? and (2) Is there a significant difference between the 2009 Mississippi Curriculum Test, 2nd Edition language arts scores of elementary students who participated in a No Child Left Behind-related afterschool tutoring program and those students who did not participate in a No Child Left Behind-related afterschool tutoring program in a Mississippi rural school setting, while controlling for 2008 MCT2 language arts scores? To address the research questions, a causal comparative research design was used. The researcher collected the state's language arts scores of 2008 and 2009 for elementary students who participated in the afterschool tutoring program and performed a paired sample t-test to answer research question one. To answer research question two, the researcher collected the state's language arts scores of 2008 and 2009 for elementary students who participated in the afterschool tutoring program and for eligible students who did not participate in the afterschool tutoring program and performed a univariate analysis of variance. The results of this study were twoold. The scores of the participants improved. Results of the paired sample t-test analysis indicated a significant difference in the scores between the 2008 and 2009 Mississippi Curriculum Test, 2nd Edition language arts. On the other hand, results of the univariate analysis of variance indicated that there was no significant difference between the 2009 Mississippi Curriculum Test, 2nd Edition language arts scores of participants and nonparticipants. Recommendations for further research include conducting an experimental research design on afterschool tutoring and reading achievement in a rural school or rural schools, analyzing parental involvement while conducting research on afterschool tutoring and reading achievement in rural schools, and observing a regular classroom setting with comparison with an afterschool tutoring while conducting research on afterschool tutoring and reading achievement in rural schools.

After-school programs play an increasing role in providing developmental and social skills through extra-curricular activities. Adolescents are most likely to engage in delinquent behavior during unsupervised after-school hours. Different after-school programs are available, both community-based and faith-based programs have risen in number in response to the need of children to have a safe environment with adult supervision. This study is interested in comparing after-school programs that are faith-based to community-based and see if any similarities or differences exist within each other. The purpose of this thesis was to contribute to the existing literature on after-school programs in two ways. First, this research will provide a brief history of after-school programs and a discussion of the types of programs. Second, this study will compare and contrast the various goals, structure, and performance of a community-based program and a faith-based program. Through in-person interview, a comparison will be drawn on organizational structure, activities, source and funding, goals and objectives, and outcomes of each program.

The purpose of this qualitative case study was to research strategies of successful afterschool programs and their effectiveness in promoting student achievement and closing achievement gaps. Many afterschool programs have boasted of their ability to improve student achievement. Some students who participated in afterschool programs have shown an increase of improved academic performance. However, studies have indicated that students are still performing below grade level on national and state curriculum standards. Data have shown that fifth graders across the state ofGeorgiaare struggling in math, social studies, and science. Effective academic afterschool programs may have assisted struggling students in raising their Criterion Reference Competency Tests (CRCT) scores. Afterschool programs have the ability to help students socially, emotionally, culturally, behaviorally and academically. The variables addressed in the study are (a) program effectiveness, (b) student motivation, (c) parental involvement, (d) successful program structure, (e) student attendance, (f) student involvement/ socialization, (g) climate of the program, and (h) student expectations. Data were gathered using observations, face-to-face teacher interviews, document analysis, teacher questionnaires, and student questionnaires. The sample was 24 (18 students from school A and 6 students from school B) fifth grade students in two select afterschool programs whose CRCT data were compared to students in the same school but do they did not attend the afterschool program. The comparison group was 18 fifth grade students from school A and 15 fifth grade students from school B. The CRCT test data revealed how well students may perform on standardized tests even if they do not attend the afterschool program. Although CRCT test data were used to help determine the effectiveness of the afterschool program in improving academic achievement in fifth grade students, there may be other factors that contributed to student success. The fifth grade students were selected because they are mandated to takeGeorgia’s standardized CRCT. In mostGeorgiacounties, if students do not pass all parts of the CRCT, they will not be able to move on to the next grade level. The results revealed that students in the study enjoyed attending the afterschool programs. After review of the CRCT data, it was determined that most of the study participants and the non-study participants mostly met or exceeded in reading and math. School A had an adequate study group of 15 students. School B only had four students’ CRCT test scores. Two students in school B scored below grade level in math. The study also revealed that there may be other factors as to why students perform well on the CRCT.

School districts constantly struggle to find solutions to address the high school dropout problem. Literature supports the need to identify and intervene with these students earlier and in more systemic ways. The purpose of this study was to conduct a longitudinal examination of the relationship between sustained afterschool participation and the host district’s early warning index (EWI) associated with school dropout. Data included 65,341 students participating in an urban school district’s after school program from school years 2000-2001 through 2011-2012. The district serves more than 80,000 students annually. Data represented students in Pre-Kindergarten through Grade 12, and length of participation ranged from 1 through 12 years. Results indicated that student risk increased over time and that persistent participation in afterschool programming had a significant relationship with student individual growth trajectories. Slower growth rates, as evidenced through successive models, supported students being positively impacted by program participation. Additionally, participation was more meaningful if students persisted, as noted in the lower EWI rates, as compared to students who attended less consistently.

Thesis advisor: Anderson J. Franklin / The differential effects of the achievement gap on lower-income youth persist in this country (National Association of State Boards of Education, 2013). Recognition of the role of Out-of-School Time (OST) factors contributing to achievement differences has been growing (Gordon, Bridglall, & Meroe, 2005). As a result, OST programs have been gaining popularity; however, program efficacy varies. Socio-emotional climate represents one area of quality that likely influences student outcomes. Socio-emotional climate was assessed through a custom observation tool from a larger study. Social competence and resilience was the outcome variable as measured by the DESSA-RRE. Factor analysis empirically profiled the socio-emotional climates of 37 summer learning programs from five school districts across the country, resulting in four “GROW” dimensions of socio-emotional climate: (1) Growth-promoting Instruction, (2) Resolve and Focus, (3) Organization, and (4) Warmth. Given the randomized control design of the larger study, variability among the 37 climates was limited. Thus, hierarchical linear regression examined the influence of climate on students’ outcomes. HLR found that the socio-emotional climate explained a statistically significant (R2=0.12, p<0.001, f2=0.14) amount of variance in students’ social competence and resilience, above and beyond demographics alone (􏰀 R2=0.005, p=0.007, f2=0.01). Moderation results were non- significant. Limitations to the study centered on data collection and quantitative methodology. Implications for both counseling psychologists and OST providers were discussed at length, notably supporting programs towards Growth-promoting Instruction. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.