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Equitable Practices Through the Lens of Youth : = An Analysis of Afterschool Programs' Quality and Impact.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Equitable Practices Through the Lens of Youth :/
Reminder of title:	An Analysis of Afterschool Programs' Quality and Impact.
Author:	Smith, Shana.
Description:	1 online resource (105 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30461944click for full text (PQDT)
ISBN:	9798379410056

Equitable Practices Through the Lens of Youth : = An Analysis of Afterschool Programs' Quality and Impact.
Smith, Shana.

Equitable Practices Through the Lens of Youth :An Analysis of Afterschool Programs' Quality and Impact. - 1 online resource (105 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ed.D.)--Ashland University, 2023.

Includes bibliographical references

This study provided in-depth insight into whether afterschool participants' perceptions of afterschool program quality and race are associated with academic achievement; this may lead to implications for informing policies and practices. The study revealed that children who attended the afterschool program benefited the most in the academic content area of math, and race was not a statistically significant indicator of participants' academic achievement. While research continues to show that urban public school districts have been historically under-resourced and tend to deliver deficit-oriented instruction, educational leaders and policymakers must continue to employ and examine equitable practices that ensure the playing field is leveled for marginalized populations. While the urban district included in the study had an economically disadvantaged student population of nearly 100%, 48% identified as African American and Hispanic. Howard and Navarro (2016) asserted, "amid the multitude of reform efforts, one of the more prevalent explanations provided for the different school outcomes across racial and ethnic lines had been an explicit focus on the role that race and racism play in school policies, pedagogies, and practices" (p. 255). In an attempt to understand the realities of why some afterschool programs demonstrated statistically significant academic successes while other programs were unable to do so, the theoretical framework of Critical Race Theory (CRT) was applied as an analytical tool to examine the interplay of variables, which included race, quality indicators, and academic performance.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379410056Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Afterschool programIndex Terms--Genre/Form:

542853
Electronic books.

Equitable Practices Through the Lens of Youth : = An Analysis of Afterschool Programs' Quality and Impact.
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504 $a Includes bibliographical references
520 $a This study provided in-depth insight into whether afterschool participants' perceptions of afterschool program quality and race are associated with academic achievement; this may lead to implications for informing policies and practices. The study revealed that children who attended the afterschool program benefited the most in the academic content area of math, and race was not a statistically significant indicator of participants' academic achievement. While research continues to show that urban public school districts have been historically under-resourced and tend to deliver deficit-oriented instruction, educational leaders and policymakers must continue to employ and examine equitable practices that ensure the playing field is leveled for marginalized populations. While the urban district included in the study had an economically disadvantaged student population of nearly 100%, 48% identified as African American and Hispanic. Howard and Navarro (2016) asserted, "amid the multitude of reform efforts, one of the more prevalent explanations provided for the different school outcomes across racial and ethnic lines had been an explicit focus on the role that race and racism play in school policies, pedagogies, and practices" (p. 255). In an attempt to understand the realities of why some afterschool programs demonstrated statistically significant academic successes while other programs were unable to do so, the theoretical framework of Critical Race Theory (CRT) was applied as an analytical tool to examine the interplay of variables, which included race, quality indicators, and academic performance.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
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653 $a Program quality
653 $a Equitable practices
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