3.  A growing interest  Why ESL students fail in schools  Why research ESL students?  Churches make a difference  Negative effects (academic focus, training/self-confidence, motivation)  Successfully meeting ESL needs

4.  Warm and family-like atmosphere  Involve students’ families  Bridge communication gap between schools and parents  Meets students’ academic needs  Academically and culturally knowledgeable staff

5.  What characteristics are portrayed and strategies implemented in a church- based after-school program to meet the needs of the attending ESL students?

6.  Case study  3 methods of data collection: interviews, observations, and collection/study of documents (triangulation)  Data analyzed using the constant comparative method  Connections to literature, limitations, questions, findings and implications

7.  History and overview  Attendance and volunteers  Funding  Diversity  Program description and routine  ESL outreach (knowledge about personal life, family involvement, cultural aspects, desire to attend, atmosphere, motivation, communication)

8.  Short amount of time for data collection (4 days, interviews, follow-up questions)  End-of-school-year activities  Amount of parents who participated  More interviews of staff members

9.  What are the specific needs of the attending ESL students, and how are schools/the ASP meeting or not meeting those needs?  Do parents want to be directly involved in school or the ASP?  Are there no noticeable academic benefits to the ESL students from attending the ASP?

10.  Shows warm, comfortable, and supportive staff-student relationships  Situated in community, allowing for closer relationships and easier access to attend  Life values taught and sense of belonging created  Intimate, family-life quality  Efforts made to engage and motivate students to attend and work hard  Tutors professionally trained in their work and know how to confidently work with students

11.  More knowledgeable about the ESL students’ personal lives and learn about their hardships and pressures in school  Students’ families included more to reinforce cultural ties  Literacy-rich activities that promote and enhance success in school  Systematic approach to promote students’ attendance and work ethic  Increase in communication with students’ mainstream teachers

12.  COLLABORATION is KEY  Program and staff members work together to learn about ESL students’ lives outside schools   Use knowledge to create culturally relevant learning environments  Ensure optimal language and literacy support through communication  ASP staff meetings

13.  Regardless of program, there are still some sort of benefits  Individual  no set formula that can be completed to meet everyone’s needs

14.  Akiba, D. (2007). Ethnic retention as a predictor of academic success: Lessons from the children of immigrant families and black children. The Clearing House, 80(5), 223-225. Retrieved from http://www.jstor.org/stable/30189923  Coates, G.D. (2008). After-school programs: A different kind of learning. Mathematics Teaching in the Middle School, 14(4), 242-244. Retrieved from http://www.jstor.org/stable/41182680  Grossman, J.B. (2002, October 23). Making after-school count. Education Week. Retrieved from http://www.edweek.org/ew/articles/2002/10/23/08grossman.h22.html  Halpern, R. (1999). After-school programs for low-income children: Promise and challenges. The Future of Children, 9(2), 81-95. Retrieved from http://www.jstor.org/stable/1602708  Lee, S.J. & Hawkins, M.R. (2008). “Family is here”: Learning in community-based after- school programs. Theory into Practice, 47, 51-58. Retrieved from http://www.jstor.org/stable/40071521  Mahoney, J.L., Parente, M.E., & Lord, H. (2007). After-school program engagement: Links to child competence and program quality and content. The Elementary School Journal 107(4), 385-404. Retrieved from http://www.jstor.org/stable/10.1086/516670  Posner, J.K. & Vandell, D.L. (1994). Low-income children’s after-school care: Are there beneficial effects of after-school programs? Child Development, 65(2), 440-456. Retrieved from http://www.jstor.org/stable/1131395  Shellenbarger, S. (2005, May 26). Choosing an after-school program: New research gives parents a guide. The Wall Street Journal. Retrieved from http://www.wsj.com/articles/SB111706351800943517  Shields, M.K. & Behrman, R.E. (2004). Children of immigrant families: Analysis and recommendations. The Future of Children, 14(2), 4-15. Retrieved from http://www.jstor.org/stable/1602791  Smith-Davis, J. (2004). The new immigrant students need more than ESL. Education Digest, 69(8), 21-26.