This study examined the impacts of the after school programs on the academic, motivational, behavior/social development of the students who attended the 21st Century Community Learning Center (21st CCLC) programs. The following overarching research questions guided this study: (a) What are the academic impacts of after school programs on participating students, as measured by mathematics grades, reading grades, and grade point averages measured at four points during the academic year; (b) What are the motivational impacts of after school programs on participating students, as measured by number of school absences, number of school tardies, and teacher ratings of student dedication towards completing assigned work measured at four points during the academic year; and (c) What are the behavioral and social impacts of after school programs on participating students, as measured by number of disciplinary referrals, number of suspensions from school, and teacher ratings of student activities to get along with others measured at four points during the academic year? Since this study sought to understand the impact of the after school program on the academic, motivation, and behavioral/social development of students who attended the 21st CCLC programs in Florida, an intervention group (i.e., students attended at least 30 days of programming) and control group (i.e., students attended fewer than the requisite 30 days of programming) were compared. Results in academic gains indicated that there was no significant difference in estimated marginal means of math grades between the control and intervention groups at the initial performance period. However, control group students were significantly lower than intervention group students at the remaining performance periods. Although all students had decreases in mathematics grades across time, students who attended the 21st CCLC programs for more than 30 days had significantly lower levels of decline than did students who did not attend the programs for at least 30 days. There was no significant difference in estimated marginal means of reading grades between the control and intervention groups at the initial performance period. However, as with mathematics, control group students were significantly lower than intervention group students at the remaining performance periods. Although all students demonstrated decreases in reading grades over the course of the academic year, students who attended the 21st CCLC programs for more than 30 days had significantly lower levels of decline than did students who did not attend the programs for at least 30 days. There was so significant difference in estimated marginal means of grade point averages between the control and intervention groups at the initial performance period. However, as with mathematics and reading grades, control group students were significantly lower than intervention group students at the remaining performance periods. Although all students demonstrated an overall reduction in overall GPA over the course of the academic year, students in the control group initially had increases in GPA during the second performance period, but then demonstrated significant declines in the third and fourth performance periods, during which time students who attended the 21st CCLC programs for more than 30 days had significantly higher GPAs than did students who did not attend the programs for at least 30 days. Results in dedication and motivation indicated that there were significant differences between estimated marginal means of in-school absences between the control and intervention groups at all four performance periods, with students in the intervention group having fewer absences across the year. Students who attended the 21st CCLC programs for more than 30 days had significantly lower levels of absences across the year, with the final performance period having the greatest difference between the two groups of students. There was no significant difference in estimated marginal means of number of regular-school tardies between the control and intervention groups at the initial or second performance periods. However, control group students had significantly fewer tardies than did intervention group students during period 3, while intervention group students had significantly fewer tardies during the final performance period of the academic year. Although both control group and intervention group students demonstrated similar trends in the number of tardies, students who attended the 21st CCLC programs for more than 30 days eventually had significantly lower level of tardiness than did students who did not attend the programs for at least 30 days. There were no significant differences in estimated marginal means of teacher ratings of academic work completion between the control and intervention groups at the initial performance period. However, intervention group students received significantly higher ratings than control group students at the remaining performance periods. Although all students demonstrated an overall improvement in teacher ratings of academic work completion, students who attended the 21st CCLC programs for more than 30 days had significantly greater increases in teacher ratings of work completion than did students who did not attend the programs for at least 30 days. Results in in-school behavior indicated that there were significant differences in estimated marginal means of periodic school suspensions between the control and intervention groups at all four performance periods. Ultimately, students who attended the 21st CCLC programs for more than 30 days had significantly lower rates of disciplinary referrals throughout the four performance periods than those students who did not attend the programs for at least 30 days. It should be noted that the discrepancy between student groups was greater in the fourth period than in the initial two performance periods. There were significant differences in estimated marginal means of teacher ratings of students' ability to get along with others between the control and intervention groups at all four performance periods. Ultimately, although there were significant differences at each performance period, students who attended the 21st CCLC programs for more than 30 days maintained significantly higher ratings of ability to get along with others throughout the four performance periods than those students who did not attend the programs for at least 30 days. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. / Summer Semester, 2007. / May 1, 2007. / After School Program, Academic Impacts, Motivational Impacts, Behavioral Impacts, Social Impacts, 21st CCLC / Includes bibliographical references. / Judith L. Irvin, Professor Co-Directing Dissertation; Sande Milton, Professor Co-Directing Dissertation; Robert Gutierrez, Outside Committee Member; Joseph Beckham, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_180896 |
| Contributors | Nguyen, Dinh H. (Huu), 1961- (authoraut), Irvin, Judith L. (professor co-directing dissertation), Milton, Sande (professor co-directing dissertation), Gutierrez, Robert (outside committee member), Beckham, Joseph (committee member), Department of Educational Leadership and Policy Studies (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
Page generated in 0.0017 seconds