A Case Study of the Effects on Academic Achievement of an After School Program in Paterson, New Jersey

The past decade has seen an increase in the interest in after school programs, especially in urban communities throughout the United States. Community leaders, educational officials, and parents have identified after school programs as one solution to children's unsupervised hours between 3:00 p.m. and 6:00 p.m. Although such schoolbased programs suggest the transformation of schools into babysitting agencies, research supports the usefulness of structured after school programs in improvement of student achievement especially for socioeconomically deprived, at-risk children. In addition, many after school programs have been designed to reduce violence, crime by youth, and drug use in the community. The focus of this dissertation was the Paterson, New Jersey School District's Supplemental Educational Services (SES) program, supervised by the author. This case study examined students' attendance in an after school program and their academic achievement as measured by standardized tests by individual student, by school attended, and by clusters of schools. The purpose of the study was to try to determine if program attendance and test scores were related. Results supported a positive relationship, and the quality of the program was assessed as high. TABLE OF CONTENTS Page LIST OF TABLES vii LIST OF FIGURES CHAPTER 1: INTRODUCTION TO THE STUDY Introduction and Background of the Problem Statement of the Problem Purpose of the PEP-21 Program Context of the Problem Paterson's Supplemental Educational Services Purpose of the Study Significance of the Study Assumptions Delimitations and Scope of the Study Organization of the Study Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 CHAPTER 2: REVIEW OF THE LITERATURE Introduction Scope of the Literature Review Library Research Plan History of After School Programs Context of After School Programs After School Program Requirements No Child Left Behind New Jersey Department of Education Student Achievement as Measured by Standardized Testing National Assessment of Educational Progress New Jersey Standardized Assessment Factors Impacting Student Achievement Closing the Achievement Gap Correlates of Achievement Developmental Assets Student Achievement and Learning Theory Models of After School Programs Tutoring Programs in the Buffalo, New York Area Students' After School Pursuits and Achievement Effectiveness of After School Programs and Student Achievement After School Programs and Student Achievement After School Programs as a Source of Social Capital Conclusion CHAPTER 3: METHODOLOGY Purpose of the Study Theoretical Framework Research Design Determine and Define the Research Questions Select the Case and Determine Data Gathering and Analysis Techniques Prepare to Collect the Data Collect Data in the Field Evaluate and Analyze the Data Limitations of the Study CHAPTER 4: RESULTS Overview Enrollment Attendance and Test Results Individual Data School Data Cluster Data Statistical Analysis Correlates of Achievement PEP-21 Program Description Parent Satisfaction Questionnaire Teacher Survey Plato Math Curriculum Evaluation Supervisor's Report of Accomplishments Summary of the Correlates of Achievement summary CHAPTER 5: DISCUSSION, CONCLUSION, AND RECOMMENDATIONS Discussion Participant Attendance and Test Scores Correlates of Achievement Mandated Objectives Conclusion Limitations Recommendations After School Programs Research Recommendations City of Paterson and Other Stakeholders REFERENCES