Evaluation Methodology. The Main Question This Evaluation

Naples Christian Academy, as discussed before, serves children from pre-k3 to 8th grade. The Learning Center serves children from age 2 to 5 years old. According to the PAS evaluations that I did for course EEC 4941, Naples Christian Academy and The Learning Center provide a quality program for children and families. After observing both 4 year old classrooms for two days, I was able to determine whether or not both 4 year old classrooms provide quality also. Naples Christian Academy scored an average score of 6.93on the ECERS and The Learning Center scored an average score of 6.58 on the ECERS.

The participants included 1000 kindergarten and 1000 fifth grade (N=2000) students from two elementary schools of Los Angeles Unifies School District (LAUSD). One of the schools was an affluent public school with abundant resources catered to children in need and programs that promote positivity and growth. The other school was also public, but had limited resources due to financial restraints. Of the participants, 50% were female and 50% were from low-income families. All

An information letter was sent to families, making clear that the intervention would be delivered during regular class time at no cost to parents, and anonymity would be preserved. Informed consent was obtained. A week before the implementation of the program, the school’s Guidance Officer went to the each Year 6 and 7 class to administer the student’s pre-assessment package during school hours. Each question was read aloud to the group and their understanding of each item checked. Each child, then individually rated each question in their own assessment pack.

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

Their 44 sites countywide were located in schools, community centers, and in apartment buildings. The after-school programs are meant to be provided within the community so that children can have easier access to these programs. The after-school programs that are provided within the apartment complex are meant to target particular populations, such as refugee populations that might not yet be affiliated with local schools. This signifies the bidirectional relationship between community and policy. Community needs are impacting decisions because it is known that certain populations could benefit from access to after-school programming. Policy can also impact the community through implementing programs in particular contexts and then adapting them when change is needed. Their discussion connected directly with our class dialogues about the significance of applied developmental scientists thinking about particular issues within the context of whatever diverse communities and cultures that they take place. Ms. Markman and Ms. Roseberry did not simply decontextualize and apply the same program that existed in Providence in Nashville. They considered the unique context here and adapted and continued testing their

Just like this week’s content, my school is a “mixed bag” of evaluations. First, we have our Head Start Program, which is federally funded, so they have their own evaluations. These evaluations consist of “board members” coming in to evaluate/assess the teacher and classroom as well as meetings that the teacher and her paraprofessional have to attend every other month. These meetings help them focus on the current curriculum that their program has in place to ensure that the program is doing what it is meant to do.

Various researchers have focused on simply just evaluating the impact these programs have on its participants and if they have been implemented as planned by the relevant stakeholders. For example, the purpose of Esbesen and Osgood (1999) national evaluation of the GREAT program is to compare between students who participated in the intervention to those who did not take part in the 13 lessons offered by GREAT. Additionally, Reddy and Goldstein (2001) conduct a program evaluation on the program ART, but their sample is only made up by sixty adolescent males and cannot be generalizable to the United States

Without the proper volunteers and supervision, these programs would plummet. Furthermore, looking into published studies on these after school programs, my optimistic view is further backed up by existing programs success stories. With suitable goals after school programs have had substantial success with keeping kids up to speed in the classroom as well as motivating elementary students of proper behavior and good morals. These programs allow kids to depend on their adviser as a friend; in result the kids emulate those mentors actions and requests. Most importantly my research looks into why we need after school programs and how the programs really benefit each elementary participant?s life and future.

A Thesis By: Kyara Gamble Masters, Delta State University 2016 A Thesis Submitted to Dr. Putnam In Partial Fulfillment of the Requirements for ELR 605: Methods in Educational Research & Statistics Delta State University, December 2016 Dedication I will like to dedicate this research article to the third grade class of Weddington Elementary, My Family, and Dr. Martha Ravola, Tambria Goldsberry, Brandon Moore, Sherri Fox, and the Lily of the Valley Church of God in Christ. Acknowledgements

In the United States and developed countries around the world, it is generally accepted that schools play a tremendous role in the lives of children, youth, and families in urban, rural, and suburban communities with populations of widely varying socioeconomic resources. However; in some communities there seems to be a clear need to provide more program support for organizations, and to provide programs and services for hours outside the parameters of the school day. In these communities, “at-risk” child and youth populations and their families require more from the agencies and organizations that strive to serve the needs of the public in education, health, and

The findings from this study on extra-curricular activities supporting academic success in denominational schools stand in contention with the study done by Worrell and Bucknavage (2004). Both findings revealed that the tremendous majority of students in denominational schools participate in extra-curricular activities. This study found extra-curricular activities as a factor leading to greater academic achievement in students whereas, Worrell and Bucknavage (2004) did not discover such links. This is so because in this study only the opinion from the students on the notion of participation in extra-curricular activities contributing to academic success was asked, Worrell and Bucknavage (2004) however was relating the perceived academic achievement of the students to 19 specific extra-curricular activities only leading to disparities in results.

The South Carolina Afterschool Alliance program strives to reach the community and explain the importance of after-school programs. They provide information and guidelines to organizations and groups on how to have effective after-school programs. The program

Generally, after school programs are ran by schools, faith-based, or community-based nonprofit organizations. Most programs are held directly after school, but can also be held on weekends, over breaks or vacations, or on evenings. It is important to define what the purpose of the program is going to be, whether it be academics, sports, special interests, or cultural activities. Some other key factors of an after school program are high levels of children involvement, a mix of academic and non academic skill building activities, and positive relationships between staff and children. Successful programs have dedicated staff and structured routines for the children. When after school programs are ran successfully, the children involved will receive positive benefits and skills they will be able to use to better their future.

During this year, of preparation this researcher will identify schools that will participate in the evaluation. We will gain approval from the school districts to conduct the evaluations and create the program within the selected schools. This researcher will have to find a director and staff to run the program and socialite volunteers. Since this program and evaluations will be centered on children, this researcher will need to establish funding for all volunteers to get a live scan clearance before being able to join the team. Also during this time, this researcher will have to secure partnerships with local grocery stores/super markets, to provide food donations throughout the following year. Finally, this researcher will notify the parents of the students at the selected schools and receive parental approve. Any parent who wishes to not have their child participate in the evaluation/ program will not be considered for the random selection. This researcher will need an estimated $4,000,000 to conduct the program. The $4,000,000 will go towards paying program directors, supervisors, paying for live scans of volunteers and provide transportation stipends to volunteers and practicum students. Any remaining funds will be given to the families which participated and completed the study/evaluation for their time and

There is a solution to assisting the needs of unsupervised children in the hours after school. With effort, there is a place that can provide a fulfilling and nurturing environment for the children that could otherwise be left in danger. After- school programs are increasing in number, and are catering to different children’s interests and needs. After- school programs, such as The Bridge Project are important for children ages 6-17 because they are cost effective, reduce juvenile crime rates, and raise academic success. These results are granted through attendance, providing enriching experiences, and extending academics into the after- school hours.