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Evaluation of Academic Instruction in After-School Programs |
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Featured Publication
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The Evaluation of Enhanced Academic Instruction in After-School Programs
Final Report
U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2009. Alison Rebeck Black, Marie-Andrée Somers, Fred Doolittle, Rebecca Unterman, and Jean Baldwin Grossman.
This report presents two-year implementation and impact findings on two supplemental academic instruction approaches developed for after-school settings -- one for math and one for reading. It addresses whether one-year impacts are different in the second year of program operations and whether students benefit from being offered two years of enhanced after-school academic instruction.
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All Evaluation of Academic Instruction in After-School Programs Publications
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The Evaluation of Enhanced Academic Instruction in After-School Programs
Final Report
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2009. Alison Rebeck Black, Marie-Andrée Somers, Fred Doolittle, Rebecca Unterman, and Jean Baldwin Grossman.
This report presents two-year implementation and impact findings on two supplemental academic instruction approaches developed for after-school settings -- one for math and one for reading. It addresses whether one-year impacts are different in the second year of program operations and whether students benefit from being offered two years of enhanced after-school academic instruction.
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The Evaluation of Enhanced Academic Instruction in After-School Programs
Findings After the First Year of Implementation
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. Alison Rebeck Black, Fred Doolittle, Pei Zhu, Rebecca Unterman, and Jean Baldwin Grossman
This report presents one-year implementation and impact findings on two supplemental academic instruction approaches developed for after-school settings — one for math and one for reading. Compared with regular after-school programming, the supplemental math program had impacts on student SAT 10 test scores and the supplemental reading program did not — although the reading program had some effect on reading fluency.
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