Patterns of student-level change linked to TASC participation, based on TASC projects in year 2

Author(s): White, Richard N.; Reisner, Elizabeth R.; Welsh, Megan; Russell, Christina A.;
Date Issued: 01 November, 2001
Publisher(s): The After-School Corporation
Description: A study of the experiences and outcomes of students participating in the after school programming of The After-School Corporation (TASC) in New York City schools, and a comparison of their outcomes with those of their non-participating peers in the same schools in the areas of academics and school attendance
show entire record ↓
Funder(s): Charles Stewart Mott Foundation ; Carnegie Corporation of New York ; William T. Grant Foundation
Source: New York: The After-School Corporation. Retrieved May 6, 2008, from http://www.tascorp.org/files/1470_file_eval_tasc_year2_principals.pdf
Topics: Child Care & Early Education Quality > Process Quality

Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success

Programs, Interventions & Curricula > Programs > Out-Of-School Time
Country: United States
States: NEW YORK
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Patterns of student-level change linked to TASC participation, based on TASC projects in year 2: Executive summary Executive Summary


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Promoting learning and school attendance through after-school programs: Student-level changes in educational performance across TASC’s first three years Reports & Papers
Promoting learning and school attendance through after-school programs: Student-level changes in educational performance across TASC’s first three years [Executive summary] Executive Summary
After-school programs and high school success: Analysis of post-program educational patterns of former middle-grades TASC participants Reports & Papers
Supporting social and cognitive growth among disadvantaged middle-grades students in TASC after-school projects Reports & Papers
Supporting social and cognitive growth among disadvantaged middle-grades students in TASC after-school projects [Executive summary] Executive Summary

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate