An afterschool intervention program for educationally disadvantaged young children.

Autor/inn/en	Bergin, David A.; Hudson, Lynne M.; Chryst, Carolyn F.; Resetar, Mark
Titel	An afterschool intervention program for educationally disadvantaged young children.
Quelle	In: The urban review, (1992) 3, S.203-217 PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/BF01108493
Schlagwörter	Treatment Group; Intervention Program; Test Score; Standardize Test; National Norm
Abstract	Abstract The research investigated the premise that if educationally disadvantaged children experience increased instructional time combined with an educational setting that is sensitive to their culture and that provides perceptions of control, enhanced achievement and interest in learning will result. The research setting was the Hilltop Emergent Literacy Project (HELP), an afterschool educational program serving poor, mostly African American five- to nine-year-olds (kindergarten to third grade) who reside in a subsidized apartment complex. A treatment group of 12 kindergartners was compared to a control group of 12 kindergartners. In the spring of kindergarten, the treatment group was outperforming the control group on standardized test scores, but both groups were below national norms. In the spring of first grade, the treatment group was still outperforming the control group and was above national norms in some areas. Report card data and qualitative indicators also provide evidence of the effectiveness of the program.
Erfasst von	OLC
Update	2023/2/05