The

Implicationsof

Motivation

on Out of School

Fine and

Performing Arts

Programs

Juan J.

Medin

a

Abst

ract

The No Child Left Behind Act of

2001 had an overarching goal, to

close the achievement gap by

teaching what works. A decade

later, our students have become

victims to a one size fits most

approach to teaching and

learning, where the bottom line is

fiscal responsibility. For many of

our students, the only remaining

safeguard to a balanced

education is the accessibility of

the Out of School Time Program.

This research seeks to

investigate who is

involved in our Out of

School Time, Fine and

Performing-Arts Programs

and discover why this

crosscut of students is

motivated to stay beyond

their regular school

schedule.

AbstractContinued

Recent polling data supports that over “6.5

million children are enrolled in after-school

programs nationwide and therefore are posed

to reap the benefits of program participation”

(Weiss, Little, & Bouffard, 2005, p. 15).

This however, leaves a staggering 14.3 million

children ranging in ages from five to eighteen

that are not taking advantage of programs

offered after school.

What specific type of

motivation is the currency by which our

student body elects to

take on the often rigorous involvement

associated with the Out of School Time Fine & Performing Arts

Programs?

4 Th

em

selv

es

What type of student

improvements exist, associated

with Out of School Time

programs and what type of

improvements can be expected

of educational institutions that

support Out of School Time Fine

& Performing Arts Programs?

Those who do elect or

have the opportunity

to participate in Out of School Time (OST)

programs are likely to benefit from social,

emotional, and academic vantage points.

What

does

bala

nce

look

like? • AP Student• LD Student• BD Student• Average Student

MIN

ORIT

Y

Stu

den

t

Low

Inco

me

Sta

tus

Phase 1

The study will be used to identify the type

of student involved in OST Fine & Performing

Arts Programs.

-Specific Type OST Fine and Performing Arts

Program-Students’ Perception of Family’s

Socioeconomic Status

-Ethnicity or Minority Status

Phase 2The study will be used to identify students’

specific interest in OST Fine & Performing

Arts Programs by looking at qualitative and

quantitative markers of participation.

Phase 3This study will conclude by identifying the

specific type of motivation that our OST

Fine & Performing Arts Participant requires.

meth

ods

• What qualitative and

quantitative methods of

evaluating the positive &

negative impact of OST Fine &

Performing Arts Programs exist?

• As the cultural makeup of our

community changes, what kind

of challenges might OST Fine &

Performing Arts Programs face?

• Do the socio-emotional benefits

of participating in OST Fine &

Performing Arts Programs lead

to general success in the arena

of education, the workforce, or

life?

More

to

Consid

er

The students who

elects to not

participate in OST

programs stands to

benefit the most of

them . How can our

organizations better

use OST programs to

target our at risk

students?

Juan J. Medina