The effect of an after -school academic intervention service on a New York State eighth grade English language arts assessment: A case study
The New York State Board of Regents, responsible for the supervision of educational activities in conjunction with the New York State Education Department, has set higher learning standards for all students. To help students reach standards outlined by the New York State Regents, assessments in English-Language Arts were designed to identify eighth grade students who might not pass English Regents Examinations.
Students at risk of failing Regents Examinations are mandated by the New York State Education Department to receive Academic Intervention Services, or AIS. This study investigated the effectiveness of AIS in one school over a period of two years.
The purpose of this study was to examine the relationship between participation in an English Language Arts AIS program and eighth grade student performance on the New York State English Language Arts Assessment. Further, this study explored additional relationships by type of program, faculty involvement and biosocial variables including sex, race, and socio-economic status.
This is a quasi-experimental, control-treatment, post intervention study of an AIS program over two years in a suburban middle school on Long Island, New York. Participants included in the study were eighth grade students who were enrolled in the middle school in 1999–2000 and 2000–2001. The treatment group is a sample of 114 AIS students included in this study, 93.4% of the AIS population.
Overall, this study revealed no significant differences between control and treatment groups. Girls scored higher than boys, but the sample size for other biosocial variables such as race and socio-economic status was too small to provide useful information. Instruction by full versus part time staff yielded no significant results on ELA mean scores.
The study underscores the importance of continuing research in the area of Academic Intervention Services in New York State. Suggestions for future research include an emphasis on student learning styles, organizational settings and effective teaching strategies and instructional materials.