titletheeffectsofanafterschoolenrichmentprogram(.docVIP

Title: The Effects of an After School Enrichment Program (ASEP) on English Language Learner Student Academic Success Ed.D. Candidate: Diana Sandoval, CSU Sacramento Research Question(s): What effect does an English Learner (EL) After School Enrichment Program (ASEP) have on academic success as measured by CST and semester grades? What effect does parental support and teacher professional development have on English Learner academic success? Conceptual Framework and/or Guiding Purpose of the Study: Theoretical Framework The study will focus on the effectiveness of the After School Enrichment Program through the theoretical framework of Culturally Responsive Pedagogy. The theoretical approach involves a pedagogical practice based on an understanding of cultural practices and a focus on understanding of diversity. Culturally Responsive Pedagogy is relevant to the study as it addresses the needs of instruction for ethnically diverse ELs’ academic, emotional, and social success (Gay, 2002). Too few English Learners (ELs) successfully graduate from high school and pursue higher education. The EL population is one of the fastest growing populations in the nation in public schools. The EL population makes up more than one-quarter of the total student population. This study is designed to examine research on the effectiveness of the implementation of the After School Enrichment Program for English Learners in 2nd through 6th grades. A further in depth study will: Examine the under-representation of English Learners who complete high school Examine the under-representation of English Learners who pursue higher education Recommend policy and address the achievement gap for English Learners in education through interventions, support, and the infusion of transformational approaches Relevant Theoretical and Empirical Literature: Demographics The EL population has grown to more than 37 million (UIRR, 2010). In public schools of 5 million students, nea