Assessing the 21st Century After-School Program and the Educational Gains of LEP Participants: A Contextual Approach
Keywords
Standardized testing, math and english, LEP
Abstract
This study examines math and English standardized test score progress of students who participated in the 21st century program across 2 years of involvement with a focus on the learning trajectories of limited English proficiency (LEP) students. We find that math and English scores are highly associated with the school and program type—even within a single school district. LEP participants are the furthest behind but have the highest gains compared to other participants. Results vary based on the type of outcome (math or reading), the type of activity (academic or enrichment), and the grade level (elementary or middle school).
Original Publication Citation
https://www.researchgate.net/profile/Carol_Ward/publication/266559380_Making_Math_Count_Tribal_College_Leadership_in_Education_Reform_on_the_Northern_Cheyenne_Reservation/links/5434734f0cf294006f7358a9/Making-Math-Count-Tribal-College-Leadership-in-Education-Reform-on-the-Northern-Cheyenne-Reservation.pdf
BYU ScholarsArchive Citation
Ward, Carol; Gibbs, Benjamin G.; Buttars, Rilee A.; Gaither, Patricia Grace; and Burraston, Bert, "Assessing the 21st Century After-School Program and the Educational Gains of LEP Participants: A Contextual Approach" (2015). Faculty Publications. 2817.
https://scholarsarchive.byu.edu/facpub/2817
Document Type
Peer-Reviewed Article
Publication Date
2015-12-14
Permanent URL
http://hdl.lib.byu.edu/1877/5643
Publisher
Journal of Education for Students Placed at Risk
Language
English
College
Family, Home, and Social Sciences
Department
Sociology
Copyright Status
Copyright © Taylor & Francis Group, LLC