Examining the Relationship between After-School Persistence and an Early Warning Index Associated with Dropout

Autor/inn/en	King, Teresa C.; Garcia, Miguel
Titel	Examining the Relationship between After-School Persistence and an Early Warning Index Associated with Dropout
Quelle	(2016), (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	After School Programs; Academic Persistence; Student Participation; Dropouts; Urban Schools; Academic Achievement; Program Effectiveness; Elementary School Students; Middle School Students; High School Students; Tutoring; Homework; Enrichment Activities; Service Learning; College Readiness; Career Readiness; Youth Programs; Family Involvement; Preschool Education; Progress Monitoring + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Förderkonzept; Nachhilfeunterricht; Hausaufgabe; Bereicherungsprogramm; Service-Learning; Jugendsofortprogramm; Pre-school education; Vorschulerziehung
Abstract	The purpose of this study was to conduct a longitudinal examination of the relationship between sustained after-school participation and a district's Early Warning Index associated with school dropout in a large urban school district. The study included 64,351 students participating between 2000-2001 and the 2011-2012 school years. Data were subjected to hierarchical linear modeling to determine individual student academic growth trajectories over time and the relationship to after-school participation. Results indicate that sustained yearly participation and higher days per year participation increase the likelihood that students stay on a positive academic trajectory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01