In our modern global society, many families face the dilemma of balancing work and raising children. Before and after school programs have been established in many Title I elementary schools in an effort to address the problems facing our communities and educational system today, especially as related to minority students. These afterschool programs provide a safe and positive environment for students who may be struggling academically, emotionally, and mentally. This study evaluated one afterschool program in a Title I school, investigating stakeholder perceptions regarding the program’s contribution to student’s academic gains and other areas of need for holistic student success. The study found that a major area for program improvement included a social emotional learning curriculum that addresses comprehensive student needs and fosters whole student development and success.
","abstract_html":"<p>In our modern global society, many families face the dilemma of balancing work and raising children. Before and after school programs have been established in many Title I elementary schools in an effort to address the problems facing our communities and educational system today, especially as related to minority students. These afterschool programs provide a safe and positive environment for students who may be struggling academically, emotionally, and mentally. This study evaluated one afterschool program in a Title I school, investigating stakeholder perceptions regarding the program’s contribution to student’s academic gains and other areas of need for holistic student success. The study found that a major area for program improvement included a social emotional learning curriculum that addresses comprehensive student needs and fosters whole student development and success. </p>","abstract_has_math":false,"creators":["Horsey-Adams, Contobia"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr.Carol A. Burg, Ph.D.","Tamara K. Cornwell, Ed.D","Susan Moxley, Ed.D"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-06-01T07:00:00Z","date_published":"2019-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["afterschool programs","minorities","Title 1","elementary","intervention programs","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/347","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr.Carol A. Burg, Ph.D.","Tamara K. Cornwell, Ed.D","Susan Moxley, Ed.D"]},{"key":"dc:creator","label":"Author","values":["Horsey-Adams, Contobia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-03-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["afterschool programs","minorities","Title 1","elementary","intervention programs","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/347"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In our modern global society, many families face the dilemma of balancing work and raising children. Before and after school programs have been established in many Title I elementary schools in an effort to address the problems facing our communities and educational system today, especially as related to minority students. These afterschool programs provide a safe and positive environment for students who may be struggling academically, emotionally, and mentally. This study evaluated one afterschool program in a Title I school, investigating stakeholder perceptions regarding the program’s contribution to student’s academic gains and other areas of need for holistic student success. The study found that a major area for program improvement included a social emotional learning curriculum that addresses comprehensive student needs and fosters whole student development and success.
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