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An after-school program and its effe...

Jones, Betty R.

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An after-school program and its effect on the math and reading performance levels of the standardized testing and reporting (STAR) for identified at-risk students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An after-school program and its effect on the math and reading performance levels of the standardized testing and reporting (STAR) for identified at-risk students./
Author:	Jones, Betty R.
Description:	150 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3609435
ISBN:	9781303682834

An after-school program and its effect on the math and reading performance levels of the standardized testing and reporting (STAR) for identified at-risk students.
Jones, Betty R.

An after-school program and its effect on the math and reading performance levels of the standardized testing and reporting (STAR) for identified at-risk students. - 150 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

The purpose of the quantitative, causal-comparative study was to determine whether students' participation in an after-school program made a difference in their standardized test scores. The overarching questions that guided the study are (a) Is there a difference in the math scores between the students who participated in the after-school program (treatment group) and the students who did not participate in the after-school program (control group)? (b) Is there a difference in the reading scores between the students who participated in the after-school program (treatment group) and the students who did not participate in the after-school program (control group)? (c) Is there a difference in the math scores among the three academic performance levels (Basic, Below Basic, and Far Below Basic)? and (d) Is there a difference in the reading scores among the three academic performance levels (Basic, Below Basic, and Far Below Basic)? The theoretical context for this study was Bandura's social learning theory and Skinner's operant conditioning theory. The students involved in the after-school program received instruction based on these theories. The purposive sample included sixth-, seventh-, and eighth-grade students from a low socioeconomic area in an urban environment. The population consisted of African American and Latino students. The results supported the rejection of the null hypotheses. However, in some instances, the students in the control group had higher test scores than the students in the treatment group. This was not the intent of the study as the students in the treatment group participated in the after-school program for the specific purpose of improving academic achievement. Although the data consistently rejected the null hypotheses, it was not always in the intended direction of the study.

ISBN: 9781303682834Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

An after-school program and its effect on the math and reading performance levels of the standardized testing and reporting (STAR) for identified at-risk students.
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245 1 3 $a An after-school program and its effect on the math and reading performance levels of the standardized testing and reporting (STAR) for identified at-risk students.
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500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Chris Stabile.
502 $a Thesis (Ph.D.)--Capella University, 2014.
520 $a The purpose of the quantitative, causal-comparative study was to determine whether students' participation in an after-school program made a difference in their standardized test scores. The overarching questions that guided the study are (a) Is there a difference in the math scores between the students who participated in the after-school program (treatment group) and the students who did not participate in the after-school program (control group)? (b) Is there a difference in the reading scores between the students who participated in the after-school program (treatment group) and the students who did not participate in the after-school program (control group)? (c) Is there a difference in the math scores among the three academic performance levels (Basic, Below Basic, and Far Below Basic)? and (d) Is there a difference in the reading scores among the three academic performance levels (Basic, Below Basic, and Far Below Basic)? The theoretical context for this study was Bandura's social learning theory and Skinner's operant conditioning theory. The students involved in the after-school program received instruction based on these theories. The purposive sample included sixth-, seventh-, and eighth-grade students from a low socioeconomic area in an urban environment. The population consisted of African American and Latino students. The results supported the rejection of the null hypotheses. However, in some instances, the students in the control group had higher test scores than the students in the treatment group. This was not the intent of the study as the students in the treatment group participated in the after-school program for the specific purpose of improving academic achievement. Although the data consistently rejected the null hypotheses, it was not always in the intended direction of the study.
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