Abstract
Purpose. The purpose of this study was to describe the intervention practices in selected middle school after-school programs in Fresno County, California, identified by teachers, program coordinators and principals as helping students improve their academic performance. Methodology. This study was conducted as descriptive research in an effort to gain understanding of middle school after-school intervention programs in Fresno County, California. The study population was identified through purposive sampling. Each school that qualified for the study was selected based on the use of a criteria matrix. There were nineteen middle schools that had after-school intervention programs. Of the nineteen middle schools, it was determined that nine schools met the criteria to be selected for the study. The survey instrument used was a focus group questionnaire developed for the purpose of receiving current information on the status of each after-school intervention program included in the study. Findings. There is a great deal of focus on attendance in these programs. While attendance certainly brings the students in contact with the program, it does not assure improved achievement. Also, there were inconsistencies regarding the criteria used for student entrance in the after-school programs. Six of the nine programs used the STAR test scores of students that performed in the "basic," "below basic," and "far below basic" areas as criteria for program entrance. Other criteria used were subjective in nature. Conclusion. Multiple measures should be used to determine student entrance in the after-school programs. Once a student received entrance in the programs, formative data should be used to guide the instructional program. After a student had participated in the program, summative data should be used in the form of a post-program assessment, therefore making it easy to identify the effectiveness of the program. Recommendations. After-school programs in general could benefit from the use of multiple measures for both entrance determination and post-program measures of effectiveness. Also, formative assessment while the student is participating in the program will be useful for guiding the instructional program based on specific student needs. In addition, it is recommended to use data to define and implement after-school programs.