Are We Pulling the Rug out from under Their Feet? What if Academic Interventions Are Removed?

Autor/in	Lively Summers, Robin M.
Titel	Are We Pulling the Rug out from under Their Feet? What if Academic Interventions Are Removed?
Quelle	(2014), (145 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-4320-4
Schlagwörter	Hochschulschrift; Dissertation; Intervention; School Districts; Tutoring; After School Programs; Summer Programs; Summer Schools; At Risk Students; Quasiexperimental Design; Suburban Schools; Formative Evaluation; Academic Support Services; Outcomes of Education; Comparative Analysis; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School district; Schulbezirk; Förderkonzept; Nachhilfeunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sommerkurs; Summer school; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lernleistung; Schulerfolg
Abstract	With the loss of revenue and education cut backs, school districts have faced the loss of supplemental academic supports such as after school tutoring and summer school programs. Up until recently research has focused on improving student outcomes by implementing supplemental instruction. There was little research available that examined the effect of the loss of summer school and after school tutoring on at-risk students. As school districts were challenged to balance their budgets in a period of fiscal cutbacks and reduced state funding, it was important to understand the possible ramifications of eliminating programs that were initiated to support at-risk students. This quasi-experimental study applied a causal comparative methodology to a medium-sized suburban school district in Pennsylvania that had eliminated the supplemental academic instructional support programs. The study examined standardized state test scores from previous years and more current reading and math scores of students who had attended summer school and after school programs. The study analyzed if there has been any changes in the performance of the at-risk students who were targeted for the supplemental academic programs. The sample of the study was the at-risk students who were identified by district formative assessments through the year as needing extra instructional supports. The sample was further qualified by three variables: Gender, economic level and ethnicity. The study determined that with the subject of math, there was a significant relationship between the removal of the supplemental academic supports and the students' test scores. The study determined that there was no significant relationship with the reading scores and the supplemental academic interventions. The variables did not provide any additional insight and were determined not to be significant to the students' success in the assessments. The study provided support that supplemental academic interventions provide positive outcomes for at-risk students and the need for further study into the difference in subject area and type of interventions. The results also provide the district and others facing similar program decisions, the necessary information to choose how best to utilize current and future funding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01