Analysis Of The NSCA OST Program

According to the Afterschool Alliance, research reveals that after school programs should employ resources that implement strategies and activities designed to enhance academic achievement, actively engage participants, and expose participants to enrichment activities. Therefore, the YouthWorks ML2 Program provides strategies, resources, and activities via coordination, physical resources (community center, materials, supplies, etc.), technological resources (computers, internet, printers, etc.), mentoring services, partnerships, pre-and posttest assessments (SC PASS, SC-Alt., county exams, etc.), tutoring, summer camps (ML2 Computer Exploration, ML2 Coding & Game Design, ML2 Robotics, etc.),

Ms. Diehl says, “Less bad behavior and better grades for some kids”.(“Should Schools Offer More Electives?”) Students will keep their grades up because if they don't, they will be kicked off of their team or activity. Others say that, it raises their grades if they are not apart of any activities. The students just have to be able to stay focused on the right things. My evidence supports my claim because it tell you the causes and effects of your grades. The evidence supports my overall claim because, this backs up my reasons. This is important because,these kids need to know the importance of keeping our grades up.

Student tardy rates have significantly hindered their attendance at CSI zero period classes. This has affected student achievement levels, and the rate at which students are retained in the CSI program, thus leading to a high student retention rate in CSI from year to year. This also results in large CSI class sizes that are not beneficial to student learning. In addition, when interviewing CSI teachers, it is apparent that numerous attempts were made to communicate with parents and remedy the attendance problem, however students continued to show up late to school, or miss zero period completely.

Does project based learning (School Processes) increase post-secondary success (Student Learning) of different genders (Demographics) in STEM (School Processes)?

The data collected reveals that Holly Grove High School has an extensive STEM focused program that requires students to apply for admission during their final year of middle school. For entrance, the school also requires an above average performance on the 8th grade examinations for reading, writing, mathematics and science, which is mandated by the state, community involvement, and extracurricular activities. The data presented is descriptive statistics. The scales of measurement that are used in this data set are nominal, ratio, and interval. The participants in the data set are nominal because the information is listed as numbers and are used for labeling variables, without any quantitative value. (Salkind, 2017) The GPA is ratio data

Consequently, the motivation behind this research based program evaluation is to help incoming Smithville High School (SHS) freshmen feel more transition successfully. The problem this

These instruments are planned to be used to measure outcomes of interest to the program staff as well as JMU and potential program funders. Surveys will be used to collect quantitative and qualitative information as a means of collecting disaggregated data. These surveys will also inform the program staff of potential program successes, of or relating to program participant grades, as well as enrollment into honors/AP classes. Of the surveys used, program participants, and school partners will be surveyed to obtain information on future, post-program, college acceptance as well as current grades. Due to the fact that survey administration will take place in the future, questions have not been created; therefore, the structure of the survey has not been determined.

The research provided some mixed conclusions. Positive impacts of the ASSETs program included higher ELA and math scores and higher

The evaluation also used a pre and post survey design. The survey was created through conversations with program leaders to find out the key intervention targets. This survey was used to gain an understanding of the impacts that the NYSP program had on student skill and behaviors and allowed researchers to determine areas of programmatic strength and weakness.

The data used to determine the need for my OCDE, preliminary administrative credential program, fieldwork project was first through a suggestion from my principal. Upon my first meeting with my principal, I reviewed my vision from CPSEL 1 course. At that time, I shared since I was a school psychologist, I would like to conduct a project that not only would assist with an increase of student learning but would also revolve around the last statement of my vision – to provide positive supports for students to develop into mentally healthy resilient individuals. My principal suggested that I review the district 2014 LCAP stakeholder’s surveys (see attached document), as well as the 2014 DLAC committee survey. She also suggested that I discuss ideas with our Assistant Superintendent, Dr. Lorraine Test. I had worked with Dr. Test when she was a teacher and a principal for many years, so I was excited about collaborating with her on this project (CPSEL 1.2, 1.3 & 5.1). During my meeting with Dr. Test, we discussed the 2014 LCAP district surveys. At the end of the survey, for each stakeholder, was an open ended question, asking for the stakeholders top three suggesting of needs for their school.

The intent of this self-report instrument is to evaluate effectiveness of a continuing education program designed to reduce stresses and increase confidence for student-therapists when working with clients. This mixed methods design will combine three survey components. The first portion of the quantitative instrument will be provided, to the participants in the beginning of the program, to establish a baseline of the student’s comfort when reflect on their apprehensions about working

A study was conducted to determine how health orientated was a group of students in a Psychology 302 Inferential Statistics course. They also examine if those students who are high in health orientation different from those who are low in health orientation. The participant were college students who attend California State University, Los Angeles enrolled in this course. There were 25 participants both female and male from diverse nationalities. We asked the participants to fill out a 30 minute questionnaire that consisted of 12 questions regarding their health. These questions were measured using a 1-7 scale where 1 = not at all, 4 = moderately, 7 = definitely.

When I was looking at our results I found some things that was interesting to me. I looked at if student athletes watched more or less of Netflix. The answer, to this is more. The student athletes are the ones who watched more Netflix. However, there was a few who said they watched a lower amount but, majority of the student athletes watches 3-4 hours a day 7 days a week. Then I looked at if students who worked watch more or less Netflix. The answer to this is less. Majority of the students who work stated they didn’t have time to binge watch unless they weren’t busy. Some also stated that they don’t feel like they binge watch because they only watch 1-2 hours a day and not all week. Then I looked into if the students who missed more classed binged more or less. The answer to this is, more. They had the tendency to binge watch every day. Then I noticed the students who stated, they didn’t binge watch had a higher GPA average and didn’t miss class at all.

The STAY program will use a quasi-experimental design for means of evaluation. The program will not include randomization of students, however we will have an experimental group and a comparison group. Participants will be selected from three high schools within the Long Beach school district. Two high schools will receive the full program while the third will serve as a comparison school. The students in the comparison group will not receive the program whatsoever and will strictly be used to compare their result to the results of the experimental group. Pre-tests will be administered to both the experimental group and comparison group at the beginning of the program and under the same conditions. Post-tests will also be administered to both the experimental and comparison group at the end of the program and under the same conditions. This will allow the STAY staff to determine whether the program was effective or not. The Quasi-experimental design best suits STAY because the majority of the intervention will be administered during school hours. Since students are required to attend english courses each semester, Stay will use this resource as a tool to administer their intervention. Even though this design does not allow for randomization, it will allow STAY to save time and money.

According to Johnston(2000), and Lamdin(1996) research, examines a variables and its relationship to student development: school wide student attendance. A variable that is often ignored as an interesting but meaningless statistic. However, the positive side of good school attendance on academic development may be greater than historically thought. King (2000) cited attendance as one of the academic performance variables. Along with high school and college, attendance is considered important for cognitive and behavioral development. According to Kube and Ratigan (1992), student absences from school go beyond personal illness or death of a family member. In Great Britain, according to Tymms (1996), school attendance is one of the most important factors towards the learning of the students. Dekalb (1999) notes that student development is affected in