A QUASI-EXPERIMENTAL STUDY ON STUDENTS’ STAAR SCORES THAT PARTICIPATE IN THE 21ST CENTURY COMMUNITY LEARNING PROGRAM COMPARED TO STUDENTS THAT ARE NOT IN THE PROGRAM

Abstract

ABSTRACT Thomas, M. M., A quasi-experimental study on students’ staar scores that participate in the 21st century community learning program compared to students that are not in the program. Doctor of Education (Executive Educational Leadership), May2020, Houston Baptist University, Houston, Texas. Purpose The purpose of the study was to examine and compare the STAAR scores of 4th and 5th grade student participants of the 21st Century Community Learning Program to students who did not partake in the program. The goal was to see if there was a significant difference between the two groups. Providing enriching academic opportunities during after school hours to assist in closing the academic gap was the primary focus of the 21st Century Community Learning Centers (Mahoney et al. 2009). Non-academic activities associated with the after-school programs have shown to have positive implications for youth developmental outcomes (Richards et al. 2004; Apsler 2009; Bohnert et al. 2009; Durlak et al. 2010). Researchers believe that children can greatly benefit from programs geared to develop youth during out-of-school time (Anderson-Butcher, Stretler, & Midle, 2006; Durlak, Mahoney, Bohnert, &Parente, 2010; Iachini & Anderson-Butcher, 2012; Jenner & Jenner, 2007). Methodology This study used a quantitative design with a correlational research approach to examine and compare the scores of 4th and 5th grade students that participated in the 21st Century Community Learning Center Program to the students that did not partake in the program. In so doing, the researcher gained knowledge on the effectiveness of the afterschool program in the student’s academics. Conclusions The findings from this study provided further evidence of the effectiveness of the 21st CCLC program on student achievement in the STAAR Reading and Math assessments. This investigation showed that the program had an overall positive effect on student participants and their academic achievement on the STAAR test.