Findings for Theme 2—After-School Students—addressed the following research question: What can we learn about the economically disadvantaged students within the supplemental educational service after school math program? This category or major theme relates to the students attending the extended day supplemental educational service math program. During one-to-one teacher interviews, data findings for this major theme related to responses from the following interview question and follow-up questions:
1. Could you tell me about the students that participate in this program? 2. Do you know how students are selected to participate in this program? 3. Can you tell me more regarding what you notice about your students?
4. Is there anything else you would like to add that can help me explore the issues centered on the extended day after school math program?
Using data generated from observation protocols and additional text and image data from student work samples, this researcher was able to disaggregate key findings from the qualitative data.
Qualitative findings from one-to-one teacher interviews were corroborated by this researcher’s observations of the students participating in the supplemental educational service after-school math program. The corroboration of findings revealed three subthemes within the general theme of After School Students; (a) economically disadvantaged students, (b) academically disadvantaged students, and (c) the minority achievement math gap.
Economically Disadvantaged Students
Within Theme 2—After-School Students—the first subtheme was centered on the economically disadvantaged students within this after-school math program. The majority of the students in the after-school math program were economically disadvantaged
students that qualified for free or reduced lunch. Many of the students in the local Title 1 funded extended day remedial math program also participated in a school-based city recreational after school program. This community service after-school program received a large grant from the local city’s youth bureau to serve economically disadvantaged
students. However, all of the qualifying economically disadvantaged students in the school were not enrolled in the local community service program. Several teachers expressed that there should have been a greater number of economically disadvantaged students in the extended day after-school math program. Another participant commented:
If a school system, a school, a district is serious about making inroads in the area of math in particular to children who may be disadvantaged from the general population whether it’s because of the home life or maybe it’s an economic reason, there needs to be a commitment (Participant C).
When seeking further clarification regarding the participant’s comment on a need for commitment, the participant explained that a district must sustain consistent and long term efforts that reach the students facing economic hardships.
As this researcher posed follow-up questions during one-to-one teacher
interviews, findings were corroborated that there were several key reasons why there was a small select number of students participating in both the supplemental educational service math program and the community service after school program. Due to the
limited nature of Title 1 funding to provide remedial services for a larger set of qualifying students, it was not economically feasible to staff a large amount of extended day after- school math classes (D. Stinchcomb, personal communication, May 11, 2010). Moreover, transportation allocations were not available for this program, so parents were responsible for transporting their child from the school to their homes. One teacher described how there were many economically disadvantaged students who did not have personal transportation and as a result they were dependent on public transportation; having to
deal with mass transit costs would present an economic hardship for the families (Participant F). As this researcher explored the issues centered on the economically disadvantaged students in the extended day after-school math program, it was noted that there was inequitable access to supplemental educational services for economically disadvantaged students in need of remedial math services.
Academically Disadvantaged Students
Within Theme 2—After-School Students—the second subtheme was centered on the academically disadvantaged students within this after school math program. The majority of the students in the after-school math program were academically
disadvantaged students who did not demonstrate proficiency on New York State Math Assessments. The student participants within the extended day supplemental educational service math program were a diverse group of math learners with varying degrees of math achievement. Several of the students received additional Title 1 remedial reading services. One extended day teacher described, “They were usually some who were close to getting passing test scores and the parents wanted them to get this extra support for the test and be part of the math program” (Participant E). Some of students who were in this supplemental educational service program received special educational service that was directed by a state mandated individual educational plan.
Minority Math Achievement Gap
Within Theme 2—After-School Students—the final subtheme was centered on the minority math achievement gap evident among the students within this after-school math program. The majority of the students were local Latino or African American
students who did not demonstrate proficiency on the New York State Standardized Test for either third or fourth grade. In a one-to-one teacher interview, Participant C described the nature of the minority student diversity in relation to the school population, “Most of the students in my group are Latino or African American and only one White student— Now that’s funny because in our school system in our school district there are not that many African American students”. Participant A explained:
I would imagine that they are not performing with their test-taking skills and their general understanding of math. They might have come into the program not as prepared as they should have been. They may have been pushed up without the kinds of supports that they need, they might have all along needed smaller groupings and they kind of got lost.
Within the Extended Day After School Math Program, there was a subgroup of English Language Learners (ESL) in the Extended Day After School Math Program. One teacher described:
We have ESL students that are on the cusp, just that they need that extra push. They are on the cusp and we get them over and you see the glimmer in their eyes when they get it and they just need that extra help (Participant J).
Many of the students were Latina students who did not actively engage in large group math discussions. Conversely, this same group of students was actively engaged in math discourse within dyadic partnerships or small groups.