Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Olin T. Huffman
Committee Member
Betty Boult
Committee Member
Barbara Packer
Keywords
academic difficulties, afterschool curriculum, afterschool program, at-risk students, behavioral difficulties, classroom behavior, classroom teachers, compliance with rules, criterion-referenced test data, discipline referrals, English language arts, enrichment activities, experiential learning, field trips, fine arts, Grade 4, Grade 5, homework completion, implementation period, instructional intervention, Lexington School District One, life skills, math, Palmetto Achievement Challenge Test, participation, participatory behaviors, Pelion Elementary School, physical activities, progression, reading, school office referrals, student improvement, student motivation, student participation, summer challenge program, summer connection program, target grade levels, weekly student participation
Abstract
This applied dissertation was designed to provide a structured and safe environment in the afterschool hours for 75 4th-through-6th-grade academically or behaviorally at-risk students. An analysis of criterion-referenced test data and discipline referrals from spring 1999 and school year 1999-2000, respectively, indicated that 29% of Pelion Elementary School students in the target grade levels were experiencing academic difficulties, behavioral difficulties, or both.
The planned solution strategy included implementation of an afterschool program from January 2001 through May 2001. Interventions involved weekly student participation in an afterschool curriculum that included academic (reading and math) and enrichment (fine arts, physical activities, life skills, and field trips) core activities. Regular classroom teachers completed a checklist for each student every 9 weeks to monitor participatory behaviors including homework completion and return; classroom behavior, including participation and compliance with rules and structure; and grades. The students also participated in a 4-days-per-week summer challenge program for the month of June 2001; it was coordinated with Lexington School District One’s summer connection program.
The interventions of this applied dissertation resulted in a 33% decline in discipline referrals to the school office during the implementation period. Progression was demonstrated on the Palmetto Achievement Challenge Test (1999) in one or both areas (English language arts and math) by 14-18% of students in Grade 4 and 10-24% of students in Grade 5. Only 1% of 6th-grade students exhibited progress in one area (English language arts or math) on the Palmetto Achievement Challenge Test.