Childhood Health

After School Enrichment Helps at-risk Students in Candler County

In 2002, Candler County Cooperative Extension received a 5-year federal grant of $250,000 to help at-risk pre-adolescent boys develop attitudes and skills. The project goal was to see these boys promoted on time to the next grade level, demonstrate improved social and behavioral skills and demonstrate basic life skills.

The project began in 2003 as an enrichment program. The 35 4th and 5th grade boys and 15 girls in the tutoring program had scored below grade level in math and language arts and most were from low-income homes, at-risk families. Thirty-one fourth and fifth grade boys completed the after-school tutoring and enrichment program in Year 1. The program provided 50 tutoring and enrichment sessions. During Year 2, eleven 4th graders were added to the program as the initial group moved up to 5th and 6th grades. Thirty-five participants completed the after-school enrichment program. Forty-one enrichment sessions were held during the school year.

In Year 1, 86 percent improved their reading grade equivalency and 78 percent improved their math grade equivalency as measured by school-wide standardized testing at the beginning and end of the school year. In Year 2, the children's life skill development and change in problem behavior were evaluated. According to teachers' assessment, 58 percent of the children who participated in the CYFAR program improved their life skills. Parents' assessment put that number at 62 percent.

The result of limited availability of tutoring became evident at the end of year 1. Based on report card data, only 15 percent of the students enrolled improved their language skills, 16 percent improved their science skills, 15 percent improved their math skills, and 28 percent improved social studies skills during the academic year. STAR testing, however, revealed that 64 percent improved their reading grade equivalency and 25 percent improved their math grade equivalency. The review of academic data confirms that these students need academic tutoring sessions to help them a achieve desired level of academic performance. In Year 3, it is essential that all CYFAR participants are enrolled in regular after-school tutoring. (2006)

Source

top