Document Type

Article

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Scott B. Watson

Primary Subject Area

Education, General; Education, Mathematics

Keywords

afterschool programs, math achievement

Disciplines

Education | Science and Mathematics Education

Abstract

Due to the demands placed on schools to make Adequate Yearly Progress (AYP) on state standardized tests, many districts are looking at afterschool programs to help bridge the gap in achievement for students who are at-risk for failing to master standards. The purpose of this study was to analyze the effect an afterschool program had on upper-elementary and middle school at-risk student's math achievement on state standardized tests. The study scrutinized an afterschool program in north Georgia that is providing a 21st Century Community Learning Center (21st CCLC) for students Kindergarten through 8th grade. Standardized test scores in mathematics on the Georgia Criterion Referenced Competency Test (CRCT) between at-risk upper-elementary and middle school students who participated in the afterschool program were compared to a similar group of students who did not participate in the program. The researcher investigated quantitatively whether participation in the afterschool program had an impact on student achievement in mathematics. For this sample of 180 at-risk students, the ANCOVA method of data analysis was utilized to determine if there were differences between the groups of students in the afterschool program and those not in the program, based on 2011 CRCT math scores. This research study found no significant differences in math CRCT scores of those who attended the afterschool program and those similar students not attending the afterschool program.