dc.contributor.author	Hamm, Vincent Maynard
dc.coverage.spatial	Central and North America -- United States -- Georgia	en_US
dc.coverage.temporal	2002-2015	en_US
dc.date.accessioned	2015-12-17T15:54:12Z
dc.date.available	2015-12-17T15:54:12Z
dc.date.issued	2015-12
dc.identifier.other	A9317664-C1DC-495D-BC7B-18668C12CF6A	en_US
dc.identifier.uri	http://hdl.handle.net/10428/2025
dc.description.abstract	The purpose of this study was to determine and describe the prevalence, characteristics, and structure of funding for extended learning programs in small, medium, and large public elementary schools in Georgia. The researcher also sought to identify principals’ perceptions of the benefits of extended learning programs. Although some data and literature exist relating the effect of extended learning programs to student achievement, additional data are needed at the state level. This study provides valuable information related to the characteristics and benefits of extended learning programs in Georgia elementary schools. The researcher compared third-grade mathematics Criterion Reference Competency Test mean pass rates, as measured by the Georgia CRCT, between schools that implemented an extended learning program and those that did not. The researcher also compared third-grade mathematics CRCT mean pass rates, as measured by the Georgia CRCT, among small, medium, and large Georgia public elementary schools. The researcher used a causal-comparative research design. A single survey instrument was used to collect data from elementary school principals across the state of Georgia. Two hypotheses were proposed to examine the effects of extended learning programs on mean third-grade mathematics CRCT pass percentages. Neither hypothesis was supported. An overall comparison of schools, either by program utilization or size, suggested no group experienced any greater degree of increased mathematics pass rate. However, principals surveyed in this study indicated that these types of programs were beneficial to their schools. Principals perceived that student performance had increased in mathematics and reading. According to principals surveyed in this study, extended learning programs provide students with opportunities to improve basic skills not available during the regular school day. One must consider if program success can solely be determined by standardized test score improvement.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Statement of the Problem 3 -- Conceptual Framework for the Study 6 -- Purpose of the Study 9 -- Research Questions 10 -- Research Question 1 10 -- Research Question 2 10 -- Research Question 3 10 -- Research Question 4 10 -- Research Question 5 10 -- Research Question 6 11 -- Research Design 11 -- Procedures 12 -- Definitions 12 -- Adequate Yearly Progress (AYP) 12 -- Characteristics 12 -- Criterion Referenced Competency Test (CRCT) 12 -- CRCT Pass Score 13 -- Extended Learning Programs 13 -- Prevalence 13 -- School Size 13 -- Structure of Funding 13 -- Staff Qualification 14 -- 21ST Century Community Learning Center 14 -- Significance of the Study 14 -- Assumptions of the Study 15 -- Organization of the Study 15 -- Chapter II: LITERATURE REVIEW 16 -- Introduction 16 -- Historical Overview of Extended Learning Programs 16 -- Development of Extended Learning Programs 17 -- Workforce Changes 18 -- Neighborhood Changes and Self-care 18 -- Social and Political Influences 19 -- Educational Reform and Extended Learning Programs 21 -- Overview of Extended Learning Programs 29 -- Funding for Extended Learning Programs 33 -- Perceptions and Outcomes of Extended Learning Program Studies 34 -- Keys to Successful Extended Learning Programs 37 -- Chapter III: RESEARCH METHOD 40 -- Research Questions 40 -- Research Question 1 41 -- Research Question 2 41 -- Research Question 3 41 -- Research Question 4 41 -- Research Question 5 41 -- Research Question 6 41 -- Research Design 42 -- Survey Design 42 -- Threats to Validity 42 -- Causal-Comparative Design 43 -- Instrumentation 44 -- Principal Data 45 -- School Data 46 -- Participants and Setting 47 -- Setting 47 -- Principal Data 47 -- School Data 48 -- Procedures 48 -- Data Analysis 48 -- Chapter IV: RESULTS 50 -- Introduction 50 -- Instrumentation 50 -- Principal Data 50 -- School Data 51 -- Data Collections Procedures 51 -- Principal Data 51 -- School Data 52 -- Sample 52 -- Quantitative Data Analysis Results 52 -- Research Question 1 51 -- Research Question 2 55 -- Research Question 3 58 -- Research Question 4 59 -- Research Question 5 61 -- Null Hypothesis 5 61 -- Research Question 6 61 -- Null Hypothesis 6 61 -- Summary 62 -- Chapter V: DISCUSSION 64 -- Introduction 64 -- Purpose 70 -- Overview of the Study 71 -- Research Questions 73 -- Research Question 1 73 -- Research Question 2 73 -- Research Question 3 73 -- Research Question 4 74 -- Research Question 5 74 -- Research Question 6 74 -- Summary of Findings 74 -- Research Question 1 74 -- Research Question 2 75 -- Research Question 3 77 -- Research Question 4 78 -- Research Question 5 79 -- Research Question 6 79 -- Conclusions 80 -- Implications for Future Practice 86 -- Limitations of the Study 88 -- Recommendations for Future Research 89 -- REFERENCES 91 -- APPENDIX A: Survey 103 -- APPENDIX B: Survey Use Approval 106 -- APPENDIX C: International Review Board Approval Letter 108 -- APPENDIX D: Participant Email 110 -- APPENDIX E: Participant Confidentiality Statement 112	en_US
dc.language.iso	en_US	en_US
dc.subject	Educational Leadership	en_US
dc.subject	Education	en_US
dc.subject	After-school programs	en_US
dc.subject	Educational acceleration	en_US
dc.title	Assessing the Benefits of Extended Learning Programs: A Study of Georgia Public Elementary Schools	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Curriculum, Leadership, and Technology	en_US
dc.description.advisor	Pate, Jame
dc.description.committee	Gibson, Nicole M.
dc.description.committee	Wiley, Ellen W.
dc.description.committee	Martin, Ellice P.
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational Leadership	en_US