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Impact of an Elementary School Academic Camp on Reading, Writing and Math Scores.
Mangru, Kowsilla, 2008: Applied Dissertation, Nova Southeastern University, Fischler
School of Education and Human Services. Tutoring/Extended School Day/After School
The purpose of this study was to examine whether or not student academic performance
in reading, writing, and math was impacted as a result of attending the target elementary
school academic camp (ESAC). The researcher found that the extended curriculum
contributed to a significant increase in student scores on the Florida Comprehensive
Achievement Test (FCAT).
The experimental group and the control group were subjected to the same curriculum
throughout the regular school day. They used the same texts and had access to similar
materials for learning. The experimental group attended ESAC, whereas the control
group did not. The researcher focused on the progress made by students in both groups
and compared their overall FCAT scores. The researcher also used the responses of
parents and teachers to survey instruments in order to measure their perceptions of the
effectiveness of ESAC.
Results from the t tests showed that Grade 4 students who were identified as being at risk
based on Grade 3 performances and who participated in the ESAC scored significantly
better in the reading and writing portions of the standardized tests than they had scored in
Grade 3. Results for the control group showed only a significant improvement in writing
as measured by the FCAT scores. For the control group, the nonparametric tests indicated
a significant improvement from Grade 3 to 4 in reading, math, and writing mean scores
on the FCAT, and for the experimental group, these tests indicated a significant
improvement in reading and writing mean scores on the FCAT from Grade 3 to 4, but the
improvement in mathematics was not significant.