Such skills can be used to tackle a variety of subject matter, enabling the students to improve their academic outlook. High school students across North Texas are failing to meet the academic standards of the federal No Child Left Behind Act. This study evaluates, in particular, the outcomes of the Martin Luther King Jr. Community Technology Center (MLK CTC) After-School Program between August 2006 and July 2007. Technology can play a crucial role in after-school programs in supporting the academic success of at-risk youth by pushing the boundaries of education beyond the traditional classroom. Technology puts the students in control of the material and helps them to develop dynamic problem-solving skills. With each passing academic year, the number of schools added to the list of underperformers grows, implying that students are not getting the aid they need to succeed academically. To address the unique needs of these low-achieving students, after-school programs have been implemented to support the cognitive and communal development of at-risk youth.
TECHNOLOGY-BASED LEARNING ON AT-RISK HIGH SCHOOL STUDENTS. AN EVALUATION OF THE MARTIN LUTHER KING JR. COMMUNITY TECHNOLOGY CENTER AFTER-SCHOOL PROGRAM
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