EXTENDED LEARNING TIME THROUGH AFTERSCHOOL PROGRAMS:

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).

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2009

Author dc:creator

• Elder, Deb

Advisors dc:contributor.advisor

• Crawford, George
• Peyton, Vicki

• Education, General
• Education, Elementary
• academic
• afterschool
• attendance
• development
• elementary
• grades

Statement dc:rights

• Copyright held by the author.

Language dc:language.iso

EN

Dc Identifier Other

http://dissertations.umi.com/ku:10174

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/36735