Abstract
This quantitative study examines the relationship between implementation of the 21st Century Afterschool Centers on Education (ACE) program and fourth grade student performance on the State of Texas Assessment of Academic Readiness (STAAR). Data was collected from public elementary schools in South Texas via the 2018-2019 Texas Academic Performance Report (TAPR) published by Texas Education Agency (TEA) for each campus. The study applied a quantitative, ex-post facto research approach, which analyzed data from fourth grade students enrolled in elementary schools. Results indicated no significant differences in STAAR performance between those campuses, which implemented ACE, and those, which did not. Thus, the findings dictate a need for policymakers’ and school leaders’ attention to ensure that enrichment programs are implemented with fidelity and appropriately designed to deliberately effect increases in student learning. Future research may seek to determine more effective enrichment program approaches for students in low-performing, high-minority serving schools.
Highlights
Academic success in grades 3 through 5 is essential for the educational foundation of a student
After carefully analyzing the data, there was no finding of a statistical significant difference in student performance on the 4th grade State of Texas Assessment of Academic Readiness (STAAR) Reading between schools who implemented the 21st Century Afterschool Center on Education and those schools which did not
The findings of this study suggest that implementation of the Afterschool Centers on Education (ACE) program at the campuses may have more emphasis on enrichment hour than academic hour
Summary
Academic success in grades 3 through 5 is essential for the educational foundation of a student. Achievement gaps in Texas indicate that Hispanic students lag behind other populations and ethnic groups as measured by state standardized tests and other performance indicators such as educational attainment, dropout rates, and attendance (Texas Education Agency, 2019). These achievement gaps are compounded by other factors such as student poverty. Title I schools located in South Texas have a high population of Hispanic students These two realities can hinder the academic success of these students and it is the districts responsibility in affording the students they serve the most appropriately and adequate education (Saphier, 2017)
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