You are here

AFTER SCHOOL STUDENT CLUB PRACTICES IN U.S. KINDERGARTEN THRU 12TH GRADE EDUCATIONAL INSTITUTIONS

Journal Name:

Publication Year:

Author Name
Abstract (2. Language): 
Student clubs held in after school hours are extracurricular activities that improve the academic performance of students by keeping the students engaged. Through after school clubs, students also explore new areas of interest and enhance social skills. Within this study, certain after school club practices from United States Kindergarten thru 12th grade public schools are reviewed within the context of policies and regulations including attendance and discipline issues; after school club categories that are activity clubs, tutorials, practices, study halls, after school care programs; financial resources; human resources; integration with the extracurricular activities held within school hours and integration with curricular activities.
235-244

REFERENCES

References: 

2007-2008 Student Handbook for Elementary School Students. (2007). Dallas Harmony Charter Schools, Texas,
24.
2011-2012 Student/Parent Handbook. (2011). Harmony Public Schools, Texas, retrieved from
www.hlww.k12.mn.us/Student_Handbook.html on November 5, 2011.
American Academy of Pediatrics Policy Committee on School Health. (2008) Out of School Suspension and
Expulsion, Pediatrics, 112, 5, 1206-1209.
Beckett, Megan et al. (2009). Structuring Out-of-School Time to Improve Academic Achievement. Institute for
Education Sciences. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/ost_pg_072109.pdf on
November 28, 2011.
Carver, P., & Iruka, I.U. (2006). After-School Programs and Activities: 2005NCES 2006-076. National Center for
Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Community, Families and Work Program. (2004). Parental Afterschool Stress Project: Brandeis University,
Report of Findings.
Community, Families and Work Program. (2006). Parental Afterschool Stress Project: Catalyst & Brandeis
University, Report of Findings.
Cunha, F., & Heckman, J. J. (2006). Investing in Our Young People, unpublished manuscript, University of
Chicago, Department of Economics.
Desforges, C., & Abouchaar, A. (2003). The Impact of Parental Involvement, Parental Support and Family
Education on Pupil Achievements and Adjustment: A Literature Review, Department for Education and Skills
Publications, Nottingham, U.K., 7.
Grossman, J. B., Price, M. L., Fellerath, V., Jucovy, L. Z., Kotloff, L. J., Raley, R., & Walker, K. E. (2002). Multiple
Choices After School: Findings from the Extended-Service Schools Initiative, Public Private Ventures (P/PV)
Publications, Philadelphia, PA.
Huang, L., & La Torre, M. (2008). Examining the Relationship between LA's Best Program Attendance and
Academic Achievement of LA's Best Students. Los Angeles, CA: National Center for Research on Evaluation,
Standards, and Student Testing.
Mahoney, J. L., Lord, H., & Carryl, E. (2005). Afterschool program participation and the development of child
obesity and peer acceptance. Applied Developmental Science, 9, 202-215.
Naftzger, N. et al. (2007). 21st Century Community Learning Centers (21s
t CCLC) analytic support for evaluation
and program monitoring: An overview of the 21st CCLC performance data: 2005-06. Washington, DC: U.S.
Department of Education.
National Center for Research on Evaluation, Standards and Student Testing. (2007) University of California Los
Angeles (UCLA), Los Angeles, CA.
No Child Left Behind Supplemental Educational Services. (2009). Non-Regulatory Guidance Supplemental
Educational Services Title I, Section 1116(e) of the Elementary and Secondary Education Act, retrieved from
http://www.ed.gov/policy/elsec/guid/suppsvcsguid.doc on December 3, 2011.
Parsad, B., & Lewis, L. (2009). After-School Programs in Public Elementary Schools: NCES 2009-043. National
Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Scott-Little, C., Hamann, M. S., & Jurs, S. G. (2002). Evaluations of After-School Programs: A Meta-Evaluation of
Methodologies and Narrative Synthesis of Findings, American Journal of Evaluation, 23, 4, 387-419.
Texas RTI Guidance Document. (2009) Response to Intervention, Division of Curriculum, Texas Education
Agency, Austin, Texas, retrieved from http://ritter.tea.state.tx.us/curriculum/RtI/RtIGuidanceDocument.pdf on
December 3, 2011.
The Child Care Bureau. (2005). Starting an Afterschool Program: A Resource Guide, retrieved from
http://nccic.acf.hhs.gov/afterschool/starting_program.pdf on November 29, 2011.
Wisconsin Department of Public Instruction. (2010). 21st Century Community Learning Centers: Executive
Summary 2008 - 2009.
Yohalem, N., Pittman, K., & Edwards, S. (2010) Strengthening the Youth Development/After-School Workforce:
Lessons Learned and Implications for Funders. Washington, DC: The Forum for Youth Investment and
Cornerstones for Kids.

Thank you for copying data from http://www.arastirmax.com