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- 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
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
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- Description:
- With the recent implementation of Next Generation Science Standards (NGSS) in New Jersey for students in grades 6–12 in 2016, consideration of proper implementation and assessment of Science, Technology, Engineering, and Math curricula are of utmost importance (NJDOE, 2016). This study's objective was to determine the effects of a Science, Technology, Engineering, and Math integrated program initiative on high stakes assessment scores. This quantitative research provided statistical analyses of New Jersey Student Learning Assessment (NJSLA) scores of grades 3–8 students (n = 328) who participated in the STEM program initiative and their control counterparts (n = 571). The study explored the Constructivist Learning Theory's role in STEM delivery and implementation while considering other variables that affected student test scores, such as gender, race, and socioeconomic status. The study employed a quantitative factorial design to address the interactions and relationships among gender, ethnicity, and socioeconomic status and NJSLA Math and Science scores for student who participated in the STEM program initiative. Results showed the effectiveness of the STEM program initiative for raising NJSLA Math and NJSLA Science scores. States that have adopted the new K–12 Science Framework and NGSS may consider implementing the constructivist learning approach for STEM.
- Keyword:
- Educational Tests & Measurements , Secondary Education, Science Education, Educational Leadership , STEM , High Poverty , Urban Location, New Jersey, Scores, constructivism, inquiry-based learning, project-based learning, STEM implementation, STEM initiatives, ESSA, gender disparity, socioeconomic status, STEM Integration, and NGSS
- Subject:
- Education
- Creator:
- Sanvictores, Mary Grace
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation