Malone (Jossey-Bass, 2011). Looking across these programs, the researchers found they shared features similar to those associated with effective schools: strong leaders, clear goals and structures aligned to meet those goals, low staff turnover, and staff ability to motivate and engage students. Students in high end music programs score 22 higher in English and 20 higher in math than those in poor programs (Focus on students: study links music making and music education with improved academic performance). Student success is also encouraged when the after-school program aligns with the vision and mission of the school-day program. Having never been a victim of bullying, but living in a small community now as well as being from a small community prior there was a few kids who have committed suicide from being bullied. Recently, Huang, Cho, Mostafavi, and Nam (2010) identified 53 Community Learning Centers that were highly effective in terms of student achievement gains. Exercise.2 Using the Portland After School Program general ledger (Table.10 post the debits and credits for the journal entries from Exercise.1 to their appropriate t-accounts.
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More students in music. Through regular, two-way communication, after-school practitioners, school-day staff and other community partners will understand one anothers skills and roles. In a study of 35 recommended programs serving either elementary or middle school students, Reisner and colleagues (2007) found positive academic outcomes as well as social and behavioral benefits. Making music does that and more. Durlak and Weissberg (2007) reviewed studies of 73 programs that targeted personal and social skills, all using control groups.
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