{"id":{"repo_id":"ku","oai_identifier":"oai:kuscholarworks.ku.edu:1808/36735"},"canonical_url":"https://search.dev.ndltd.org/etd/ku/oai:kuscholarworks.ku.edu:1808/36735","repository":{"repo_id":"ku","name":"University of Kansas","base_url":"https://kuscholarworks.ku.edu/server/oai/request"},"display":{"title":"EXTENDED LEARNING TIME THROUGH AFTERSCHOOL PROGRAMS:","abstract":"This study provides a quantitative and qualitative assessment of the relationship between additional learning time (afterschool program attendance) and teacher assigned classroom grades. The student sample consisted of 96 students in first through fourth grade of a Midwestern afterschool program. The factor of extended learning time was analyzed through attendance. The threshold model (Marsh & Kleitman (2002) guided the relational analyses and found a strong to minimal relationship between attendance and grades (GPA) in six of the sixteen scatter plots. The parent and staff survey results support the need for a comprehensive ASP including academic, enrichment, and social components. This study opens the opportunity for practitioners and researchers to further examine the relationship of attendance and grades (GPA) through documented time in specific treatment (activities).","abstract_html":"This study provides a quantitative and qualitative assessment of the relationship between additional learning time (afterschool program attendance) and teacher assigned classroom grades. The student sample consisted of 96 students in first through fourth grade of a Midwestern afterschool program. The factor of extended learning time was analyzed through attendance. The threshold model (Marsh & Kleitman (2002) guided the relational analyses and found a strong to minimal relationship between attendance and grades (GPA) in six of the sixteen scatter plots. The parent and staff survey results support the need for a comprehensive ASP including academic, enrichment, and social components. 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The student sample consisted of 96 students in first through fourth grade of a Midwestern afterschool program. The factor of extended learning time was analyzed through attendance. The threshold model (Marsh & Kleitman (2002) guided the relational analyses and found a strong to minimal relationship between attendance and grades (GPA) in six of the sixteen scatter plots. The parent and staff survey results support the need for a comprehensive ASP including academic, enrichment, and social components. This study opens the opportunity for practitioners and researchers to further examine the relationship of attendance and grades (GPA) through documented time in specific treatment (activities)."]},{"key":"dc:title","label":"Title","values":["EXTENDED LEARNING TIME THROUGH AFTERSCHOOL PROGRAMS:"]}]}],"canonical_facts":{"dc:contributor.advisor":["Crawford, George","Peyton, Vicki"],"dc:creator":["Elder, Deb"],"dc:date.accessioned":["2026-04-12T22:52:37Z"],"dc:date.available":["2026-04-12T22:52:37Z"],"dc:date.issued":["2009-01-01"],"dc:description.abstract":["This study provides a quantitative and qualitative assessment of the relationship between additional learning time (afterschool program attendance) and teacher assigned classroom grades. The student sample consisted of 96 students in first through fourth grade of a Midwestern afterschool program. The factor of extended learning time was analyzed through attendance. The threshold model (Marsh & Kleitman (2002) guided the relational analyses and found a strong to minimal relationship between attendance and grades (GPA) in six of the sixteen scatter plots. The parent and staff survey results support the need for a comprehensive ASP including academic, enrichment, and social components. This study opens the opportunity for practitioners and researchers to further examine the relationship of attendance and grades (GPA) through documented time in specific treatment (activities)."],"dc:identifier.other":["http://dissertations.umi.com/ku:10174"],"dc:identifier.uri":["https://hdl.handle.net/1808/36735"],"dc:language.iso":["EN"],"dc:publisher":["University of Kansas"],"dc:rights":["Copyright held by the author."],"dc:subject":["Education, General","Education, Elementary","academic","afterschool","attendance","development","elementary","grades"],"dc:title":["EXTENDED LEARNING TIME THROUGH AFTERSCHOOL PROGRAMS:"],"dc:type":["Dissertation"]},"updated_at":"2026-07-24T02:45:42Z"}