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- Keyword:
- College bound, Pre-College, Qualitative, Middle School, K-12 Pipeline, College Programs, Pre-college Outreach and Early intervention, College Access, and Precollege
- Subject:
- Education and Higher Education
- Creator:
- Dr. Gerges, Diana
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter’s University
- Date Uploaded:
- 07/11/2024
- Date Modified:
- 10/11/2024
- Date Created:
- 2023
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- After-school programs in the United States provide academic enrichment to students in low-performing schools to help them acquire the skills necessary to meet state core curriculum content standards. This quantitative case study uses secondary data to determine the impact of after-school programs on student scores on the Partnership for Assessment of Readiness for College and Career (PARCC) in English Language Arts/Literacy and Mathematics. PARCC results were assessed against gender and ethnicity. Participants were sixth-graders drawn from two schools: one comprising grades six through eight that offers an after-school program, and another serving kindergarten through grade eight that does not. Both are located in high-poverty, high-risk, urban areas categorized as “Priority” by the New Jersey Department of Education. These schools have the 5% lowest academically performing students in the state based on standardized test scores. Results showed no statistically significant differences between the PARCC scores of students who participated in the afterschool program and those who did not. However, PARCC scores for students who received the intervention showed an overall increase in both Language Arts and Mathematics PARCC scores compared to an overall decrease for those who did not.
- Keyword:
- Educational Tests & Measurements , Middle School, After-School Program, Sixth-Grade, Partnership for Assessment of Readiness for College and Career PARCC , High-Poverty , Urban Location, New Jersey, quantitative case study , secondary data , and scores
- Subject:
- Education
- Creator:
- Luce, Francine C.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/05/2024
- Date Created:
- May-2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The purpose of this study was to examine the sustained impact of participation in the Tools of the Mind preschool program on language arts, mathematics, reading and writing achievement in middle school, the specific impact of participation on racial subgroups and socioeconomically disadvantaged students, and the effects of student mobility on academic achievement. Using a nonexperimental, quantitative, longitudinal design, the achievement of the original cohort of students who participated in the program was examined over 2 consecutive years. The results of the study suggest that participation in the Tools of the Mind program increases the overall achievement of socioeconomically disadvantaged students and the writing performance of African American students. Analysis of student mobility data revealed that a high rate of student mobility has a negative impact on student achievement. These study results are consistent with decades of research into the impact of participation in a high-quality preschool program. Caution should be taken in interpreting the results because promotion of the development of self-regulation and executive function, aspects that set the Tools of the Mind program apart from other preschool programs, is not measured by the NJASK, and thus the impact of the program may have been underestimated.
- Keyword:
- Tools of the Mind, Preschool, Middle School, Socioeconomically disadvantaged students , African American Students , and NJASK
- Subject:
- Education
- Creator:
- Millaway, Sally A.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/07/2020
- Date Modified:
- 11/16/2023
- Date Created:
- 2015
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation