A Comparative Study of the 21st Century Afterschool Center on Education in Elementary Schools in South Texas

Abstract

This quantitative study examines the relationship between implementation of the 21st Century Afterschool Centers on Education (ACE) program and fourth grade student performance on the State of Texas Assessment of Academic Readiness (STAAR). Data was collected from public elementary schools in South Texas via the 2018-2019 Texas Academic Performance Report (TAPR) published by Texas Education Agency (TEA) for each campus. The study applied a quantitative, ex-post facto research approach, which analyzed data from fourth grade students enrolled in elementary schools. Results indicated no significant differences in STAAR performance between those campuses, which implemented ACE, and those, which did not. Thus, the findings dictate a need for policymakers’ and school leaders’ attention to ensure that enrichment programs are implemented with fidelity and appropriately designed to deliberately effect increases in student learning. Future research may seek to determine more effective enrichment program approaches for students in low-performing, high-minority serving schools.

Keywords

• Student achievement
• closing the gaps
• Federal programs
• enrichment programs