Evaluation Plan for Arkansas School of the 21st Century Program

The research we have looked at in class, from NAEP and other resources, has suggested that only a limited time of a person’s life is spent in school. We have also learned that education does not come just from school but also from parents and other life experiences. Therefore, I would propose that Louisiana and other states provide more afterschool programs, through community centers or other facilities, that help to enrich education, help to provide positive environments in which children can interact, and provide classes of interest that may not normally be found in most schools. These facilities could also provide tutoring and programs that help integrate the Arts more into education.

This critique is on the evaluation program of Freedom School Partners Children’s Defense Fund Freedom Schools. This evaluation report was composed in October of 2013 by Dr. D. Bruce Taylor, Dr. Sandraluz Lara-Cinisomo, and Dr. Crystal Glover members of The Center for Adolescent Literacies at UNC Charlotte, North Carolina. This is the fifth evaluation of The Freedom School Partners Children’s Defense Fund Freedom Schools. The main purpose of this evaluation is to analyze the outcome of this summer program on a student’s reading accomplishments while attending a Freedom School Partners in Charlotte. Ten of the nineteen Freedom Schools were chosen for evaluation.

After school programs such as Afterschool Centers on Education (ACE) help mold the young minds of the communities’ youth with the developing process of fun and interesting activities. Additionally, this stimulation is also supported by local college students who are fulfilling their community service hours at the center.

"Making Sure That Schools Measure Up." Education Week, vol. 36, no. 16, 4 Jan. 2017, pp. 18-20. EBSCOhost. PDF. In this periodical article, Alyson Klein, reporter for Education Week, reflects on Every Student Succeeds Act (ESSA), an update to the K-12 education law, in the one year since it was passed in 2016. Klein discusses how the ESSA was designed to improve shortcomings of the No Child Left Behind Act (NCLB), the previous version of the Elementary and Secondary Education Act. Klein also examines concerns over greater flexibility given to states and districts regarding issues such as standardized test, school choice, marginalized students. The Obama administration wrote how the accountability portion of the law would work, allowing states to pick their own goals, both a long term goal and short term goals. These goals must address students’ proficiency on tests, English-language proficiency, and graduation

PS/MS 188 is located on Manhattan’s Lower East Side. They are school serving over 400 children Kindergarten – Grade 8, who typically live in the neighborhood surrounding the school. Their faculty is committed to helping each of their children reach her/his full academic potential. They implement a rigorous academic program within a fully inclusive environment, with the over-arching goal of closing the achievement gap. Believing in a strength-based and multiple-intelligences approach, they implement Renzulli’s Schoolwide Enrichment Model (National Research Center for Gifted & Talented at UConn), and have been designated as an SEM training site for NYC educators (teachers, principals, superintendents).

The New Jersey State Department of Education received government, state, and local funding for youths ages 5-17, as part of the 21st Century Community Learning Centers Program. The question is; how can the states revise and disperse the amount of funding allocated for after-school programs for the current number of children enrolled? How can we raise awareness about the higher enrollment after-school programs offered for children of all ages? The current data shows the ratio of children enrolled versus the number of children not enrolled, offset the amount of dispersed funds, and varies state to state. The New Jersey Department of education allocates the funded money towards after-school programs housed at public schools with a high enrollment rate while other states do not. This leaves a huge gap in society with not enough funds creatively used towards youth programs. Children of all ages should have access to an after- school educational program and support from within their community. Common motivational goals set forth in the evaluation for this program are, for children to receive the enhancement of moral values, equality, and diversity through after-school educational programs within their local school districts. This evaluation is based on the logic model format and designed to meet the needs and demands assessment criteria. Weighing the outcome of an economical developed society in which graduation rates will increase. While, in past the government started

In NYC, access to after-school programs remains a problem for many children especially those from low-income/unstable families due to the lack of funding by the government. After school programs are slowly diminishing in the city and many people are not interested in reviving them. Over the years, many people have downplayed afterschool programs and their benefits to children especially those that come from low-income/unstable families. The social development of children from unstable backgrounds could greatly improve by the promotion and valuation of afterschool programs. They offer activities, memories, and a sense of community all of which these kids need to excel and gear away from the negativity that surrounds them.

The Forrest County School District (FCSD) is dedicated to meeting the wide-ranging academic needs of all students and presenting opportunities for individuals to develop specialized talents and interests.

This project is predicted to be done in a few short months. Sprague stated that, “The school is supposed to take possession of the new addition on July 5, meaning the building should be done around

It is not an exaggeration to say the state’s educational system remains broken. TIME Magazine dubbed Arkansas the long time “Dogpatch of the nation’s school system” However, this crisis in education extended from coast to coast. In pushing for higher standards, Mrs. Clinton stated, “Our schools are not doing as good as they must. While there may be many causes for our dilemma, there is only one solution. We Arkansans have to quit making excuses and accept instead the challenge of excellence once and for all.” (ED Reform,2016)

Some societal trends that have impacted the success of the program is the turn towards having a good education. In this day and age it is stressed that in order to be successful in life, you must have a college education. This has caused parents to make sure that their

The presentation on Nashville After Zone Alliance (NAZA) was given by Ms. Candy Markman, the organization’s coordinator, and Ms. Rachel Roseberry, the literacy coach. They were each knowledgeable about the program and were dynamic because Rachel was relatively new to the field and Ms. Markman has worked in it for years and is increasingly aware of the struggles of working for children’s rights. I enjoyed hearing about each of their journeys that led to their interest in after-school programming. Ms. Markman described how she worked for a not-for-profit, in funding, and finally was led to working in the public sector. Her experience working in these various positions informed her that after-school programming needed attention and gave her

Recent research strongly suggests that well-designed programs are having significant effects on student behaviors (Learning Point Associates). Children who have too much free time after school without parental vision need to be involved in after-school programs. There are many negative influences children could be exposed to in different social environments. Drugs, alcohol, tobacco, sex, and violence are just a few examples in a large category of negative influences

Diversity and Global Development, EL 7095, challenged me to complete a research project based on diversity and global development within the school setting. Using prior research in EL 7156 Comprehensive Planning and Program Evaluation, facilitated by Dr. Kelley Probst, I continued my research of the AVID (Advancement Via Individual Determination) as a school reform model. AVID is currently being used in the middle schools and high school of Asheboro City Schools. After an interview with former superintendent, Dr. Diane Frost, I became even more interested in the reform model. Under Dr. Frost’s leadership, the AVID program was introduced in the 2007-2008 school year to a select seventh-grade cohort. The program proved to be an effective option and assisted the district in their goal to close the achievement gap of minority and economically disadvantaged students. After hearing Dr. Frost’s passion and confidence in the program, I realized the program must have some merit. I completed a small literature and data review of published materials focusing on the AVID program. Through my research, I became intrigued by the lack of negative reviews. Most research on AVID is positive.

After- school programs have been around for long time. However, their initial purpose was different than what is demanded in today’s society. The after school program was originally developed in urban communities in response to the decline in child labor and the rise in mandatory schooling. This combination altered the day of an urban child. The child would go to school, and come home with nothing to do. They could not work anymore because of child labor laws. With this being a new law, parents did not know what to do with their children because they had to work into the late hours of the evening. Also, urban housing had unkempt, undesirable conditions for living. This caused many