1. Academic Advisement
1.1. Supervision provided for students who has questions about homework or even school in general
1.2. Cosden, M., Morrison, G., Gutierrez, L., & Brown, M. (2004). The effects of homework programs and after-school activities on school success.Theory Into Practice, Vol. 43, No. 3, 220-226.
1.2.1. Students may have less time on completing their homework due to after-school activities. On the other hand, after-school homework programs affect students to have less time on interacting with their peers and school. This author listed both negative and positive aspects of afterschool activities and after-school homework programs, which informed readers that activities and programs are not only beneficial but have risks. Like Springer, Pugalee, and Algozzine (2007), Cosden, Morrison, and Brown understand that homework programs provide opportunity to students to gain and improve academic skills. This author informs that after-school homework programs can offer academic advisement and supervision.
2. Time management
2.1. Students learn how to manage their time to attend certain after school events after they finish their classes
2.2. Shouse, R. (1928). High-school clubs. The School Review, Vol. 36, No. 2, 141-146.
2.2.1. Normandy High School has set a specific time, 2:35 to 3:10 PM every Monday and Friday, for students to engage in clubs. However the faculty is uncertain whether the club period should remain or be changed to the morning since students struggle on managing their time to attend. Students are tempted to skip the time for club and leave after their classes. Attending Normandy High School would be valuable for students because they learn how to manage their schedule if an extra period is required to attend to.
3. Positive attitude
3.1. Students learn to obtain optimistic behaviors and respect for others
3.2. Fenrick, N., & Peterson, T. (1984). Developing positive changes in attitudes towards moderately/severely handicapped students through a peer tutoring program. Education and Training of the Mentally Retarded, Vol. 19, No. 2, 83-90.
3.2.1. This article shows the attitudes of sixth graders have changed toward handicapped students by participating in a peer tutoring program. Fenrick and Peterson inform that the participants treated their handicapped classmates similar to other classmates. It is amazing how sixth graders would attend a program so they would learn how to respect others with disabilities. Like Mcneal (1995), Fenrick and Peterson would agree that high school students should engage in sport activities as long as they are passionate about it, and if it prevents them from dropping out. The authors give a great example of an unusual impact from participating in a program which drew me in to this article. I would never figure out that there is an existing program for achieving changes for pessimistic attitudes. Joining certain programs can teach students to develop positive attitudes or mannerisms if their guardians do or did not try to change how they are.
4. Confidence/ Intelligence
4.1. Students' self-esteem progresses as they gain academic skills
4.2. Springer, R., Pugalee, D., & Algozzine, B. (2007). Improving mathematics skills of high school students. The Clearing House, Vol. 81, No. 1, 37-44.
4.2.1. In Arizona, high school students are required to pass the Arizona Instrument to Measure Standards (AIMS) math test to graduate. This will lead to half of the students not graduating since results showed only 39 percent of tenth graders passed the exam. Luckily there’s a program, Accelerated Math AIMS program, which can help students develop more advanced mathematical skills. Evidence has shown that the AIMS courses are beneficial because half of the students in this course who failed the AIMS exam will pass a retest. The author provides specific math topics in a table that may be effective to students in improving their math skills. Information is shown for credibility so readers can be persuaded that the AIMS program is important to attend in order to pass the AIMS exam. According to Cosden, Gutierrez, and Brown (2004), Springer, Pugalee, and Algozzine recognize that homework program is important to attend for students and if it interferes with their other activities they will learn how to manage their time precisely. Taking the AIMS program would increase students’ confidence and intelligence for their retest.
5. Passion
5.1. As students engage in their favorite after school events they start to enjoy attending school
5.1.1. Destinations
5.1.1.1. Destinations
5.1.1.1.1. Destinations
5.2. Mcneal, R. (1995). Extracurricular activities and high school dropouts.Sociology of Education, Vol. 68, No. 1, 62-80. doi:10.2307/2112764
5.2.1. There are many causes of a high school student dropping out such as race, socioeconomic status, and gender. Evidence has proved that involvement in athletic and fine arts activities rather than joining academic or vocational clubs will reduce the chance of a student dropping out. Mcneal shows a chart on how a high school student dropout’s background and information could lead to dropping out of school. This article is important because I realized how being involved in an after school activity that you are interested in could impact you on having a great bond with your school.
6. Valuable
6.1. Students can take new and important information of what they learned to future schools and jobs
6.2. Sheehan, M. (1921). Clubs: A regular social activity. The High School Journal, Vol. 4, No. 6, 132-135.
6.2.1. Students can join different kinds of clubs based on their potentials and interests. For instance, a student can be able to make a scaled miniature of a flying airplane model and study the art of flying in an Airplane Club. The author lists many examples of different clubs and the positive effects on students to persuade the readers how beneficial it is to join a club. Based on Fenrick and Peterson (1984), Sheehan realizes that a program that focuses on obtaining positive attitude toward others could be a great club for students because it is important to have these characteristics in the future as they interact with people. There were many interesting names of clubs that were listed, which I didn’t know could be created such as Know Your City Club, exploring the streets and industries to be more familiar with the environment.
7. Socialize
7.1. Students interact with teachers and students as they work together
7.2. Feldman, A., & Pirog, K. (2011). Authentic science research in elementary school after-school science clubs. Journal of Science Education and Technology, Vol. 20, No. 5, 494-507.
7.2.1. A science research group of teacher and ten to fifteen students work together with a chemist at a major university where the students become a proficient technician from a novice researcher. The group did a research project on STEMRAYS and learned intelligent and procedural skills required to engage in scientific research and to change the way students participate in scientific research positively. Like Springer, Pugalee, and Algozzine (2007), Feldman and Pirog recognizes that engaging in clubs or programs can improve students’ knowledge on subjects like mathematics and science. One of the researchers, James, became more social and helpful, in the way that he was devoted to help the research group and communicated with the teachers to how he would with the students in his research group.