Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Donald C. Lueder
Committee Member
Michael Griffin
Committee Member
Ronald P. Kern
Keywords
21st century, after-school programs, archival documents, attendance, behavior, CIPP evaluation model, document review, dropout prevention, empirical data, evaluation, goals and objectives, interview data, middle school, middle school teachers, process evaluation, product evaluation, program evaluation, program implementation, rural schools, student achievement, student behavior, student attendance, Stufflebeam, survey data, tutoring program
Abstract
The purpose of this research was to evaluate a 21st century after-school tutoring program at a rural middle school. The program was designed to improve achievement, attendance, and behavior.
The evaluation sought to determine if the components were implemented as designed. It also sought to determine what components should be sustained and any unanticipated effects. The evaluation was guided by Stufflebeam’s (2003) CIPP evaluation model. Only the process and product evaluation types were used. Empirical, interview, and survey data were gathered to answer the research questions. In addition, there was a review of various archival documents. Results from the evaluation were presented to make improvements to the program where indicated.
The results indicated the program was implemented as designed and it had a positive impact on student achievement and attendance. The results from the analysis of student behavior were mixed. The data also indicated the program generally met it goals and objectives and that the majority of the respondents wanted to sustain the after-school program. Based on the results, it was recommended that the program continue with a greater focus on student behavior.