Sentences with phrase «evaluations of after school programs»

Learning from small - scale experimental evaluations of after school programs.

Not exact matches

After a rigorous evaluation of our readiness, it was determined by the faculty and staff of the School of Naturopathic Medicine that it was best to delay the program launch.

Your article on the Milwaukee school - choice evaluation («New Studies on Private Choice Contradict Each Other,» Sept. 4, 1996) accurately reports that our study of the Milwaukee choice program found that choice students outperformed a comparable control group of Milwaukee Public Schools students on standardized tests by a considerable amount after three and four years of experience in the choice sSchools students on standardized tests by a considerable amount after three and four years of experience in the choice schoolsschools.

On April 11, 2008, the California Afterschool Network hosted a workshop at the CalSAC Conference featuring Jerry Hipps and Marycruz Diaz, authors of the recent WestEd After School Safety and Enrichment for Teens (ASSETs) Program Evaluation.

«After 18 bargaining sessions since July, LAUSD has yet to present legitimate counterproposals on key elements of our Schools LA Students Deserve campaign,» the union said in a statement, listing class sizes, due process for housed teachers, support for restorative justice programs and elimination of teacher evaluations among the issues on which progress has been elusive.

She has worked in educational research at the UCLA Center for the Study of Evaluation (CRESST) and in the non-profit sector at the Long Beach YMCA as the Operations Director for an after - school literacy program.

Borrego has worked in educational research at the UCLA Center for the Study of Evaluation (CRESST) and in the non-profit sector at the Long Beach YMCA as the operations director for an after - school literacy program.

The recent release of When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program elicited strong reactions from proponents of after - school programs.

Come, learn the importance of external and internal evaluations, how they can be conducted, and how the data can be used to promote after school policy, programming, and practice.

The most methodologically rigorous evaluations find that the academic benefits of preschool programs are quite modest, and these gains fade after children enter elementary school.

NIOST's evaluation of After School Gets Moving concluded that it is «a compelling professional development resource for out - of - school time programs and has the advantage of being re-usable, portable, and customizable for program and participant needs.&School Gets Moving concluded that it is «a compelling professional development resource for out - of - school time programs and has the advantage of being re-usable, portable, and customizable for program and participant needs.&school time programs and has the advantage of being re-usable, portable, and customizable for program and participant needs.»

He has also managed multiyear evaluations of after - school programs at 30 sites and directed WestEd's state evaluation of California's high school after - school program.

Shared Features of High - Performing After - School Programs: A Follow - Up to the TASC Evaluation Policy Studies Associates, Inc., November 2005 This report provides a comprehensive overview of factors found to be critical to participants in after - school programs with successful outcAfter - School Programs: A Follow - Up to the TASC Evaluation Policy Studies Associates, Inc., November 2005 This report provides a comprehensive overview of factors found to be critical to participants in after - school programs with successful outSchool Programs: A Follow - Up to the TASC Evaluation Policy Studies Associates, Inc., November 2005 This report provides a comprehensive overview of factors found to be critical to participants in after - school programs with successful oPrograms: A Follow - Up to the TASC Evaluation Policy Studies Associates, Inc., November 2005 This report provides a comprehensive overview of factors found to be critical to participants in after - school programs with successful outcafter - school programs with successful outschool programs with successful oprograms with successful outcomes.

Her most recent research involves the implementation and evaluation of an after - school literacy program as well as the examination of the role of interest in the comprehension of complex texts

The evaluation found that 44 percent of high school students using the literacy programs logged in during after - school hours, while 66 percent of the elementary students and 70 percent of middle school students participated outside of school.

Evaluation of California's after - school learning and safe neighborhoods partnerships program: 1999 - 2001.

In addition to these four state - based studies of voucher program impacts on test scores, some recent studies do show positive effects on graduation rates, parent satisfaction, community college enrollment, and other nonachievement - based outcomes, but it is unclear if these outcomes are lasting and valid.23 For example, research shows that nationally, graduation rates for students in public schools and peers participating in voucher programs equalize after adjusting for extended graduation rates.24 Some critics suggest that private schools may graduate students who have not successfully completed the full program.25 Also, in regard to parent satisfaction, while some studies do show greater satisfaction among parents whose children participate in voucher programs, the most recent evaluation of the D.C. voucher program shows that any increase in parent or student school satisfaction is not statistically significant.26

An evaluation after the first two years of the Achievement Challenge Pilot Project showed that schools implementing the program achieved average gains of approximately seven percentile points for students in mathematics and reading.

Led a team of 11 Corps Members in the planning, implementation, and evaluation of quality after school programming through logistical support, program and curriculum design, community based collaboration and professional development

Ms. Senft served as Chair of the Governor's Task Force on Youth Citizenship and Violence Prevention's Out - of - Schools Committee in 1995 - 96, and provided technical assistance in programming, violence reduction education and evaluation for the Governor's office on Crime Control and Prevention's state and federal funded initiative for community after school programs for late elementary and middle school youth throughout Maryland, 1996 - 1999.

The Oregon Sustainable Communities Program which is part of the Oregon 4 - H Latino Outreach Program focuses on the development, delivery, and evaluation of after - school / summer programs targeting Latino youth in grades 6 - 8.

Evaluation of a congregational training series promoting after - school programs for children and adolescents.