Educating At-Risk African American Males: Formative and Summative Evaluation of the Street Academy Program

Autor/inn/en	Vanderhaar, Judi; Munoz, Marco A.
Titel	Educating At-Risk African American Males: Formative and Summative Evaluation of the Street Academy Program
Quelle	(2006), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Federal Legislation; Summative Evaluation; Reading Achievement; Pilot Projects; Discipline; After School Programs; Academic Achievement; High Risk Students; Males; Educational Legislation; Racial Differences; Program Effectiveness; Pretests Posttests; Attendance Patterns; Self Esteem; African American Students; Outcomes of Education; Formative Evaluation; Student Promotion; Accountability; Poverty; Educationally Disadvantaged; Public Schools; Kentucky + Suchen Sie Ihr Suchwort? Bundesrecht; Leseleistung; Pilot project; Modellversuch; Pilotprojekt; Disziplin; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schulleistung; Problemschüler; Male; Männliches Geschlecht; Bildungsrecht; Schulgesetz; Rassenunterschied; Self-esteem; Selbstaufmerksamkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Support of studies; Studienförderung; Verantwortung; Armut; Public school; Öffentliche Schule
Abstract	No Child Left Behind legislation has triggered increased attention toward closing the achievement gap. Of particular importance is the need to improve African American male outcomes in education. The Jefferson County Public School System (JCPS) has embarked on one such effort with the implementation of the Street Academy Pilot Program. Evaluation of the after-school program included formative and summative components. A double pretest-post design with an internal control group was used to assess the impact of the program on students' reading achievement, school attendance, grade promotion, school discipline and, self-esteem. Significant effects were not seen for every measure, but the consistent direction of the effects showed overall academic benefits for the participants. Implications for practice and policy are discussed. Appended are: (1) Map of Participants; and (2) Mid-Program Result Tables. (Contains 7 figures and 22 tables.) (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10