Evaluation of Kentucky's Extended School Services Program.

Autor/inn/en	Meehan, Merrill L.; Cowley, Kimberly S.; Schumacher, Debbie; Hauser, Brenda
Institution	AEL, Inc., Charleston, WV.
Titel	Evaluation of Kentucky's Extended School Services Program.
Quelle	(2003), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; After School Programs; High Risk Students; Individualized Instruction; Parent Attitudes; Program Effectiveness; Program Evaluation; Socioeconomic Status; Student Attitudes; Student Motivation; Summer Programs; Supplementary Education; Teacher Attitudes; Teacher Student Ratio; Kentucky + Suchen Sie Ihr Suchwort? Schulleistung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Problemschüler; Individualisierender Unterricht; Elternverhalten; Programme evaluation; Programmevaluation; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Schulische Motivation; Sommerkurs; Ergänzungsunterricht; Lehrerverhalten; Lehrer-Schüler-Relation
Abstract	The Extended School Services (ESS) program was established in 1990 as part of the Kentucky Education Reform Act. The program extends the school day, week, or year for students at risk of academic failure, providing them with additional instructional time to help them meet academic goals. An evaluation of ESS in 2001 utilized statewide surveys and site visits to 18 elementary, middle, and high schools. Findings indicated that ESS participation was fairly equal across schools, but varied at individual schools. Fewer females participated at the middle and secondary levels. Program participants were characterized by lower socioeconomic status. Generally, students were referred to ESS because of poor academic performance. Students' goals were heavily influenced by their teachers, yet they adopted the goals as their own. ESS classrooms engaged in student-led activities. Students received individualized instruction as needed and had the opportunity to have concepts not mastered retaught to them. All stakeholders agreed that the program helped students increase their academic achievement. Parents and students reported improved study skills and increased motivation to learn. Major program strengths included early targeting of students, dedicated staff, student transportation, collaboration between teachers and coordinators, flexible scheduling, low teacher-student ratios, and individualized instruction. Improvements could be made in areas of student transportation, staff development, expanded services in terms of hours and/or subjects, and a reduction of the student-teacher ratio, all of which require increased funding. Twelve recommendations are discussed. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC