Advisor

Candyce Reynolds

Date of Award

Spring 5-30-2013

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education

Department

Educational Leadership and Policy

Physical Description

1 online resource (vii, 202 pages)

Subjects

After-school programs -- Study and teaching (Elementary) -- Case studies, After-school programs -- Study and teaching (Middle school) -- Case studies, Performance in children -- Study and teaching -- Case studies, Children with social disabilities -- Education -- Case studies

DOI

10.15760/etd.1111

Abstract

Closing the achievement gap has been a national conversation for several decades and a priority for educators and researchers. By looking closely at one school which is showing exceptional success with closing the achievement gap for low income students and English language learners, this study seeks to understand how school personnel and parents view after-school activities and ways in which those activities may be impacting students who are making significant gains in spite of the achievement gap. After-school activities have been shown to bring many positive outcomes for students. That said, there is much that we do not yet know about what takes place at the intersection of schools and after-school activities. To maximize after-school opportunities for disadvantaged students and use or redirect existing resources most effectively, we need to ask and understand how schools perceive their role vis-à-vis after-school activities. We also need to explore how school personnel and parents perceive access and barriers to participation in after-school activities. Using secondary data from a large on-going study, this case study asks how one school understands engagement with after-school providers to bolster those students who may have the most to gain from such enrichment in the form of the many opportunities after-school resources can offer. This study will contribute to our understanding of how after-school resources can support success for low income and English language learners.

Persistent Identifier

http://archives.pdx.edu/ds/psu/9937

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