Summary of Packard-CSU Ed.D. Dissertation Fellowship Report
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):
1. What effect does an English Learner (EL) After School Enrichment Program (ASEP) have on
academic success as measured by CST and semester grades?
2. 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,
nearly 1 in 9 are ELs (Goldenberg, 2007). The EL population continues to fall behind academically at a
rate of 51% in reading and mathematics (Fry, 2007).
EL Achievement
California schools have the challenge to close the academic achievement gap as the EL target group
continues to grow at a rate of about 3% annually (Tellez & Waxman, 2010). English Learners pass the
California High School Exit Exam (CAHSEE) at a rate of 26% in English Language Arts and 15% in
Mathematics for all grades 9-12th (CDE, 2009).
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Summary of Packard-CSU Ed.D. Dissertation Fellowship Report
After School Programs
After school enrichment programs are effective avenues to strengthen EL academic performance through
the infusion of parental and community involvement (Hersh & Tellez, 2010). Researchers have found a
positive correlation between after-school program attendance and positive attitudes and school
performance (Durlak & Weissberg, 2007).
Parent Involvement
Parental involvement in children’s education effects school performance, social functioning, and emotional
development (O’Kane, 2008). Parent school perception and involvement increase student academic
success (James, 2008).
Teacher Preparation for Teaching ELs
Teacher pedagogical knowledge and practices addressing cultural relevance affect student academic and
social outcomes (Schmidt & Salamone, 2007; Hannaway, 2009; Park, 2010). Meta self-analysis to
address teaching practices, student needs, and pedagogical perspectives positively affect student learning
(Neville et al., 2011).
Methods of Data Collection and Analysis:
Setting – Robert J. Fite Elementary School 2nd to 6th Grade
Population Sample – English Learner volunteers, 2nd to 6th Grade participation in ASEP (Quantitative);
Teachers and parents of EL student volunteers (Qualitative)
Data Collection/Instrumentation

CST Scores and Semester Grades (Quantitative) and student surveys. Letters have been sent
out to request permission to use student grades and student surveys. The letters were translated into
Punjabi, Hmong, Chinese, Vietnamese, and Spanish.

In-person, audio-taped interviews (Qualitative). Open-Ended Questions to be completed upon
receipt of permission from parents willing to participate in the interviews. Letters have been sent out
requesting participation. Teacher and Parent Surveys: surveys have been sent out to gather parent
input regarding ASEP and their child’s academic progress. Teacher surveys will be sent out first week
in June. This was delayed due to CST testing, which was completed during the last week of May. The
surveys were translated into Punjabi, Hmong, Chinese, Vietnamese, and Spanish.
Data Analysis
Quantitative Data Analysis

T-Test or ANOVA

Independent Variable – ELL Student Participation in ASEP

Dependent Variables – CST Scores and Semester Grades
Qualitative Data Analysis
Coding Strategies

Independent Variable – Teacher Training
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Summary of Packard-CSU Ed.D. Dissertation Fellowship Report

Experimental Group – Teachers receiving ASEP Theory Training

Control Group – Teachers not receiving ASEP Theory Training

Axial Coding – Assembles collected data into central themes
Validity & Reliability
Member Checking, External Auditor, and Bias Clarification (Creswell, 2009)
Initial Analysis and Emerging Recommendations:
Professional Development: Educators benefit from refresher professional development to implement
culturally relevant after the completion of Teacher Preparation courses. Many teachers do not continue to
pursue educational courses addressing cultural relevant instruction due to limited time commitment,
disinterest in the topic, and lack of desire to implement a different/new pedagogical practice, or conflict in
schedules. Those who do participant are enthusiastic, positive, and eager to development their
instructional pedagogy. There were 3 teachers who attended and completed all 6 training sessions. The
training included readings, discussions, and classroom implementation of theory into practice. The final
session is scheduled for June 2011.
Parent Involvement Outreach: Many EL parents have relied on the educational system to teach their
children and therefore minimize physical contact with the school. EL parents often trust schools to educate
their children properly and fairly without question of practices and policies. Personal outreach is necessary
to incorporate EL families into the school climate that requires home visits, phone calls, and physical
contact. Letters or e-mails are impersonal and is not as effective as personal contact. In addition, all
material sent out to parents should be translated into their native language whenever possible. An evening
fellowship was scheduled in April with a low turnout. Another attempt will be made in June to discuss
strategies to prepare children for the upcoming academic year.
After School Enrichment Program Time Frame and Days: ASEP offers assistance for 2 hours; 3 days
a week provides time for completion of homework, community development, and the incorporation of
technology. A consistent teaching staff is a valuable asset to the development of EL students and to the
role of mentorship within grades 2 to 6. Student journals have been invaluable to the development of the
ASEP community concept. The journals have been used as discussions during “Community Circle &
Sharing” time, which encourages students to share educational experiences with the ASEP participants.
Guest speakers from UC Davis presented information about college to ASEP and were received quite
favorably by the students.
Teacher/ASEP Instructor Communication: Consistent communication and collaboration between the
After School Enrichment Program and classroom teacher provides consistency of academic assistance for
the EL participant. It has been specific feedback that has been most effective to the instruction during the
ASEP time of study. Parent permission to use classroom grades pending receipt of forms.
Administrative Support and Funding: It is the support of the site administrator that has allowed the
ASEP program to be as successful as it is today. The site administrator has provided classrooms,
supplies, staffing, daily announcements, and access to translation of documents. In addition, my
dissertation committee has been selected and documents have been submitted to the EDD Director.
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Summary of Packard-CSU Ed.D. Dissertation Fellowship Report
Additional Description:
The chart below illustrates the ethnic diversity of participants in ASEP.
There are larger numbers of East Indian and Latino students who have chosen to attend ASEP. Some
participants have siblings or cousins who share transportation from school. Participants must provide their
own transportation from school Tuesday-Thursday, which may be a factor for those who have chosen not
to participate in the program
The Asian population includes Vietnamese, Chinese, Hmong, and Korean. The East Indian population
represents Persian, Afghanistan, and Pakistani. Latino students represent Mexican Americans and
Chicanos.
Students who have siblings attending ASEP have demonstrated a sense of responsibility to check with
teachers about homework, class projects, completion of fieldtrip forms, and additional assignments. The
sense of community has continued outside of ASEP and into the classroom. Parents have begun to
communicate with the ASEP instructor to clarify homework and class assignments. This may be due to the
availability of the instructor during the later hours of the day, when most teachers have left the site.
More information will be forthcoming as Parent Surveys are translated and sent home to all EL parents.
Questions will be presented to seek parent perspective on homework, academic success, and ASEP
participation.
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Summary of Packard-CSU Ed.D. Dissertation Fellowship Report
The following chart illustrates ASEP participation by grade level.
Second and third grade students have chosen to participate in the program more often than fifth and sixth
graders. The participation in extra-curricular activities has been the cause of low numbers in upper grades.
An increase in participation occurred in second grade from 29% to 34% and in fourth grade from 21% to
25% in the past month. The campus spring break began in mid-April and lasted until May 2, which caused
a 20% drop in attendance for 5th and 6th grade students.
Student Pre-Survey preliminary results indicated positive student opinions regarding homework. There
was a 95% response for students who did not need help with homework due to the ASEP program. The
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Summary of Packard-CSU Ed.D. Dissertation Fellowship Report
percentage of students who indicated enjoyment in mathematics was 82%, reading 72%, and writing 89%.
Journal entries continue to be “in-progress” until mid-June, when ASEP ends for the 2010-2011 academic
year. Student comments have been positive about homework, the ASEP program in general, improving
grades, sharing friendship agreements, and learning about others who speak a different language.
Students have also shared how the ASEP has been the best thing that has happened to them because
they understand math better and know how to write.
Formal coding of journals will begin after the final session of ASEP. Themes are developing from the
journal entries. Second and third grade students are very interested in pleasing their teacher and friends.
The intermediate students have begun to feel free to express their feelings about make-up, speaking
English with confidence, and writing on any topic they are assigned in class
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