Assessing the 21st Century After-School Program and the Educational Gains of LEP Participants: A Contextual Approach
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).
Publication Title
Journal of Education for Students Placed at Risk
Recommended Citation
Ward, C., Gibbs, B., Buttars, R., Gaither, P., & Burraston, B. (2015). Assessing the 21st Century After-School Program and the Educational Gains of LEP Participants: A Contextual Approach. Journal of Education for Students Placed at Risk, 20 (4), 312-335. https://doi.org/10.1080/10824669.2015.1050278
