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Ebenezer Akinola
507 Raintree St. E
Lehigh Acres, FL 33974
August 3, 2012
Dear Study Participant:
I am a student at University of Phoenix working towards a doctorate degree in Educational Leadership with concentration in Curriculum and Instruction. I am conducting a research study entitled ‘Effect of After-School Programs on the Academic Achievement Gap between Caucasian and African American students.’ The purpose of the study is to explore the use of after-school programs by African American students and how this influences the achievement gap problem. I have permission to conduct this study in your schools Oasis High and Oasis Middle, Cape Coral, Florida.
The After-school Program Questionnaire (APQ) will be the framework to measure how much the use of after-school programs affects the achievement gap problem. Students respond to this data collection instrument. The After-school Program Effect Survey (APES) explores the effect of these programs on the academic achievement gap problem in question. Teachers respond to this data collection instrument. School principals will be interviewed to obtain the current levels of the achievement gap problem. The objective is to explore why the achievement gap persists and what measures are currently in place to reduce the gap.
For the APES instrument (for teachers), participation will involve answering five demographic questions, a 27-item after-school program related questions exploring the level of participation of students, especially African American students, and a personal reflection on the No Child Left Behind (NCLB) Act of 2001 and its effects on the achievement gap. Completion of the APES instrument will take approximately 45 minutes of your time. Responding to the APQ (for students) will take about 15 minutes. Participation is voluntary and confidential. There is no penalty to withdraw.
All data will be summarized and no individual responses will be identified for reporting purposes. If you have any questions concerning the research study or your rights as a participant in the research project, you can contact me at (239) 634-6528. Thank you in advance for participating in this research study. Please download and sign the informed consent document.
Sincerely,
Ebenezer Akinola
Doctoral Candidate of Educational Leadership
University of Phoenix
Thank you very much for your time and support. Please download and sign the informed consent document and start with the survey by clicking on the Continue button below.
NOTE: Completing the survey without signing the informed consent document invalidates the response. Please download, sign, save, and upload your signed document.
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Please download informed consent here
View File |
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| Upload signed informed consent below |
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PLEASE CHECK ALL RESPONSES THAT APPLY TO YOU
What is your gender? |
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| What is your age bracket? |
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| What is the highest level of education you attained? |
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| Please indicate the subject(s) you teach. |
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| How many years have you worked in the education field or teaching profession? |
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For the following questions, please select from the five options: Disagree, Somewhat disagree, Neutral, Somewhat agree, Agree.
In my school, teachers, administrators, and other school employees take responsibility for the achievement of challenging standards for all students.
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| Concerning the academic achievement gap between African American and Caucasian students, African American students in my charge are aware of the problem and work toward narrowing the gap. |
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| African American students recognize the advantages of after-school programs in the quest for successful outcomes. |
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| Educators are adequately prepared to address the learning needs of students from diverse backgrounds such as ELLs, special-needs students, and students from economically disadvantaged neighborhoods/backgrounds. |
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| Teachers work closely with parents and guardians to help students learn and have better outcomes. |
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| In my state, with measures taken under the No Child Left Behind Act of 2001, the academic achievement gap has narrowed some. |
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| In my school, strategies aimed at narrowing the academic achievement gap such as after-school programs are adequate. |
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| My school considers, and provides after-school learning activities as a major instrument to help struggling students succeed. |
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| Students in my school register in rigorous courses such as honors and Advanced Placement classes regardless of race. |
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| My school has staff examine their own cultural biases through professional development at least once a year. |
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| My school considers closing the racial/ethnic achievement gap a high priority. |
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| My school provides culturally relevant pedagogy for the school’s student population both in the classroom and during after-school programs. |
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| Some African American students are less inclined to try hard in school because of the fear of being accused of “acting white.” |
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| In my opinion, standardized tests such as FCAT are helping in the effort to narrow the academic achievement gap. |
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| In my opinion, interventions such as after-school programs will eventually eliminate the achievement gap between African American and Caucasian students. |
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| Parental intervention and guidance may be a better strategy than after-school programs in the effort to narrow the achievement gap. |
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| Genetic dispositions are major determinants of student success. |
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| Economic disparity between black and white students will perpetuate the academic achievement gap, regardless the quality of after-school programs. |
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| The No Child Left Behind Act of 2001 provided adequate measures to narrow the achievement gap. |
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| Executing the strategies of the No Child Left Behind Act failed African American students. |
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| Environmental contribution is a major determinant of student outcomes. |
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| Standardized test scores give a near accurate measure of a student’s knowledge. |
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| The effects of racial discrimination in society and economic inequality continues to work against African American students in the quest to attain academic equality with their Caucasian peers. |
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| Cutting after-school programs from school budget works against effort to narrow the achievement gap. |
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| In my opinion, the presence or absence of after-school programs has no effect on the achievement gap problem whatsoever. |
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| The effort to narrow the achievement gap is successful, academic equality is not an important requisite for national growth. |
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| Going by the ratio of African American to Caucasian students in my school, a greater number of African American students participate in after-school programs than the ratio suggests. |
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| “Kids in after-school programs are less likely to get involved in criminal activity, use drugs or alcohol, become teen parents and drop out of school” (After-school Alliance, 2006). This fact has helped narrow the academic achievement gap. |
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| I believe in after-school programs, so I share resources with after-school program staff to help them align their teaching with state curriculum. |
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| Federal funding of after-school programs is crucial in helping struggling students. |
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| In this county, quality and affordable community after-school programs are not widely available to African American students. |
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| If quality after-school programs are readily available to African American students, I believe that the achievement gap between them and their Caucasian counterparts would narrow quicker. |
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