TECHNOLOGY-BASED LEARNING ON AT-RISK HIGH SCHOOL STUDENTS
AN EVALUATION OF THE MARTIN LUTHER KING JR. COMMUNITY TECHNOLOGY CENTER AFTER-SCHOOL PROGRAM
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High school students across North Texas are failing to meet the academic standards of the federal No Child Left Behind Act. With each passing academic year, the number of schools added to the list of underperformers grows, implying that students are not getting the aid they need to succeed academically. To address the unique needs of these low-achieving students, after-school programs have been implemented to support the cognitive and communal development of at-risk youth. Technology can play a crucial role in after-school programs in supporting the academic success of at-risk youth by pushing...
High school students across North Texas are failing
to meet the academic standards of the federal No
Child Left Behind Act. With each passing academic
year, the number of schools added to the list of
underperformers grows, implying that students are
not getting the aid they need to succeed
academically. To address the unique needs of these
low-achieving students, after-school programs have
been implemented to support the cognitive and
communal development of at-risk youth. Technology
can play a crucial role in after-school programs in
supporting the academic success of at-risk youth by
pushing the boundaries of education beyond the
traditional classroom. Technology puts the students
in control of the material and helps them to develop
dynamic problem-solving skills. Such skills can be
used to tackle a variety of subject matter, enabling
the students to improve their academic outlook. This
study evaluates, in particular, the outcomes of the
Martin Luther King Jr. Community Technology Center
(MLK CTC) After-School Program between August 2006
and July 2007.
to meet the academic standards of the federal No
Child Left Behind Act. With each passing academic
year, the number of schools added to the list of
underperformers grows, implying that students are
not getting the aid they need to succeed
academically. To address the unique needs of these
low-achieving students, after-school programs have
been implemented to support the cognitive and
communal development of at-risk youth. Technology
can play a crucial role in after-school programs in
supporting the academic success of at-risk youth by
pushing the boundaries of education beyond the
traditional classroom. Technology puts the students
in control of the material and helps them to develop
dynamic problem-solving skills. Such skills can be
used to tackle a variety of subject matter, enabling
the students to improve their academic outlook. This
study evaluates, in particular, the outcomes of the
Martin Luther King Jr. Community Technology Center
(MLK CTC) After-School Program between August 2006
and July 2007.
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