dc.contributor.author	Green, Rodney T.
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2022-08-29T17:23:42Z
dc.date.available	2022-08-29T17:23:42Z
dc.date.issued	2022-08
dc.identifier.other	AA6431AE-1DFF-E9AB-4578-B893D1AB5F57	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5875
dc.description.abstract	The purpose of this study was to determine to what degree significant academic gains occurred in English/language arts and mathematics achievement for students who attended the after-school program compared to the students who did not participate in the after-school program. This study was significant in that it examined the impact of structured after-school programs on student participants' academic performance. Additionally, the study investigated if any significant academic gains occurred for students who participated in the after-school program. This quantitative study used a causal-comparative research design. Based on multiple analyses, there were no statistically significant differences in the academic achievement of students who participated in the after-school program compared to students who did not participate in the after-school program. This achievement trend held for students on the English/Language arts and Mathematics End of Grade test. On the Georgia Milestones End of Grade test in English/language arts and mathematics, there were no statistically significant differences in the mean scale score for students who attended the after-school program for more than one academic year compared to students who only attended for one year.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Introduction 1 -- Statement of the Problem 4 -- Purpose of Study 4 -- Significance of Study 6 -- Research Questions 7 -- Summary of Methodology 8 -- Conceptual Framework 10 -- Limitations 12 -- Definition of Terms 13 -- Organization of the Study 14 -- Chapter II: REVIEW OF LITERATURE 15 -- Introduction 15 -- Middle Grades Education 15 -- Historical Context of After-School Programs 19 -- Academic Achievement Impacts of After-School Programs 21 -- The Importance of Regular Participation 23 -- Student Engagement 25 -- Quality After-School Programs 27 -- Social-Emotional Well-Being 29 -- Historically Underserved Students 32 -- 21st Century Community Learning Center Program 34 -- Evaluation of After-School Programs 36 -- Summary 37 -- Chapter III: METHODOLOGY 39 -- Introduction 39 -- Research Questions 40 -- Research Design 40 -- Participants 41 -- Instrumentation 43 -- Independent Variables and Dependent Variables 46 -- Data Collections and Analysis 46 -- Threats to Internal and External Validity 50 -- Ethical Considerations 51 -- Summary 52 -- Chapter IV: RESULTS AND INTERPRETATION OF FINDINGS 53 -- Introduction 53 -- Participant Description 54 -- Data Analysis and Findings Instrumentation 54 -- Research Question 1 54 -- Research Question 2 59 -- Research Question 3 65 -- Research Question 4 68 -- Summary 70 -- Chapter V: SUMMARY AND DISCUSSION 72 -- Summary of Related Literature 74 -- Overview of the Methodology 78 -- Summary of Findings 80 -- Discussion 83 -- Limitations 86 -- Recommendations for Further Research 87 -- Conclusion 89 -- References 92 -- APPENDIX A 102	en_US
dc.format.extent	1 electronic document and derivatives, 115 pages. 2594385 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Academic theses	en_US
dc.subject	Educational evaluation	en_US
dc.subject	Student achievement	en_US
dc.title	An Examination of Student Achievement in a South Georgia 21st Century Community Learning Center	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, & Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Leech, Donald W.
dc.description.committee	Martinez, James
dc.description.committee	Lairsey, John, D.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US