Date of Award
12-2024
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Secondary Education and Educational Leadership
First Advisor
Ali Hachem, Ph.D.
Second Advisor
Freddie L. Avant, Ph.D.
Third Advisor
Wendy Killam, Ph.D.
Fourth Advisor
Brian L. Uriegas, Ed.D.
Abstract
Texas afterschool programs strive to enhance academic performance and meet students' needs, yet gaps in program quality persist. This study evaluated 21st Century Community Learning Centers’ performance in reading, math, GPA, attendance, in-school suspension, and engagement, both within these categories and against program goals and demographics. Theoretical frameworks used in this study include the logic model, social justice theory, and cultural relevance theory. This quantitative study utilized a nonexperimental and secondary data research design which utilized five statistical tests: the Pearson Product-Moment Correlation, One-Way repeated ANOVA, Spearman Correlation, the Independent Samples t-Test, and the Mann-Whitney U Test. Results showed that students who attended afterschool programs most of the school year had better overall attendance and improved math performance. Black students, male students, and SPED students had lower performance improvement than other demographics, which suggests issues with program quality related to demographics. Implications indicate that programs should promote year-round participation, innovative class offerings, community involvement, and culturally inclusive programming guided by a logic model to drive continuous improvement.
Repository Citation
Jackson, Rosilyn, "21st Century Community Learning Centers: Program Evaluation Evidence from Texas" (2024). Electronic Theses and Dissertations. 574.
https://scholarworks.sfasu.edu/etds/574
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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