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Writing Research Proposal


Program Evaluation Proposal Extended Day Enrichment Program

Taliegha Carter

Capella University


Professor Owens


Program Evaluation Proposal Extended Day Enrichment Program


The program evaluation proposal is for an extended day enrichment program to investigate the process, impact, outcome, and formative evaluation involved in implementing the program within schools. The program aims to support working parents by offering a supportive, safe, affordable, and mentorship extended daytime enrichment program. The program is designed to influence children’s lives in the community. To be socially, academically, culturally, physically, and emotionally preoccupied while their parents are involved at work and enable the children to be engaged in activities that nurture them in the absence of their parents (Mertens & Wilson, 2018). The program evaluation is critical since it will offer feedback on the program’s impact on the community and activities that can be included to make the extended enrichment program serve its purpose. Thus, the program’s objective is to enable the nurturing capacity of the community and enable the working-class parents to be productive at work without having their attention to work be distracted by their children’s safety during the day.

The program objective aims at offering solutions to parents with young children and their children as the population of focus to have an arrangement that can help engage their young children while they are away at work to nurture them. The program challenges of interest are the balance between empowering the families in the community to be involved in socio-economic activities that aim to improve their welfare and the need to nurture children and prevent them from the impact of absent parents (Hirsch, 2020). Thus, extended day enrichment is beneficial to allow the children to grow through a supporting program inclusive of academic, cultural, physical, and emotional activities to nurture the children. Hence, the diversity, equity, and inclusion issues that impact the social problem program objective are cultural relativism. It makes the people in the community judge some of the social-cultural issues they experience based on their knowledge, making it hard to formulate an inclusive program.

Literature Review

According to Maddock and Maroun (2021), extended enrichment programs are characterized by educational support challenges that require enrichment initiatives that need guidelines and clarity. Most of these programs are inclusive of society. In a community comprised of diverse people, the support initiatives need to be modeled to be appreciated by all. Maddock and Maroun (2021) postulate that extended enrichment programs are essential to parents with young children and are involved in their careers to improving their socio-economic welfare. However, most parents are indifferent to the programs that their children are involved in based on cultural relativism, which makes people in the South African communities have against each other. Thus, extended enrichment programs need to be undertaken to accommodate the cultural and social issues that impact people’s daily lives to boost the parents’ confidence in enrolling their children in the programs to keep them busy. At the same time, they are involved in their workplace. Therefore, extended enrichment programs are effective in helping children and improving their image on the perception that people have if they are inclusive of the contemporary issues that the society is dealing with daily (Maddock & Maroun, 2021). Thus, best practices that can enhance extended day enrichment programs are independent study, study contract, mentorship, completing a learning log, and creating an interest center to deal with the diverse students’ issues and formulate means to address them. Thereby, continued investigation research can be done on the cultural issues that impact diversity within the students that participate in the activities and their parents’ perceptions.

According to Riley-Ayers and Figueras-Daniel (2018), engaging and enriching programs are key to developmentally appropriate academic rigor that helps students improve their personalities and engage with real-life issues that characterize their lives after school. Enrichment programs need to make students socially, academically, culturally, physically, and emotionally empowered. It allows the individuals to be people that can take care of their affairs without the support of their parents, who will not be ever-present in their lives as they engage in everyday life issues. Riley-Ayers and Figueras-Daniel state that the engagement and enrichment programs are critical in helping students boost their academic potential. Since it allows them to engage in activities that ensure they apply some of the classroom skills in real life, it is essential to build their socio-cultural awareness of the issues surrounding them in their environments. These programs need to exist regardless of the need to engage students in activities that preoccupy the population of young people when they do not have activities in their schedules. Thus, academic rigor can be influenced by having enrichment and engaging programs that would motivate students to be involved in classwork and other activities beyond their school confinements to better their welfare and the people they become after school (Riley-Ayers & Figueras-Daniel, 2018). Therefore, an extended day enrichment program can help parents nurture their children without exclusive involvement in supporting their children, giving them the freedom to pursue other issues that can help their families. Thereby, best practices to enhance student’s academic vigor through extended day enrichment programs are specialized grading criteria and extension activities. Therefore, future research can be undertaken on the psychological impact of the extended activities and how they influence students’ interaction with the socio-cultural issues they interact with within their environments.


Extended day enrichment programs help offer methods that can keep students engaged while on their own to make them productive and responsible in their actions. Program evaluation proposals help to reevaluate the impact of the enrichment programs on the students involved. Therefore, undertaking a formative proposal evaluation help to validate the impact of the programs.


Dryfoos, J., & Maguire, S. (2019). Inside full-service community schools. Simon and Schuster.

Fitzpatrick, J.L., Sanders, J.R., & Worthen, B.R. (2011). Program Evaluation: Alternative Approaches and Practical Guidelines, 4th edition. Upper Saddle River, NJ: Pearson.

Hirsch, B. J. (2020). A Hard Outcome for Positive Youth Development Programs. In S. H. Bae, J. L. Mahoney, S. Maschke, & L. Stecher (Eds.), International Developments in Research on Extended Education: Perspectives on extracurricular activities, after-school programmes, and all-day schools (1st ed., pp. 135–150). Verlag Barbara Budrich.


Hodges, J., McIntosh, J., & Gentry, M. (2017). The effect of an out-of-school enrichment program on the academic achievement of high-potential students from low-income families. Journal of Advanced Academics, 28(3), 204-224.


Maddock, L., & Maroun, W. (2021). Challenges facing educational support and enrichment initiatives: the need for guidelines and clarity. South African Journal of Higher Education, 35(5), 103-124.


Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community Schools as an Effective School Improvement Strategy: A Review of the Evidence. Learning Policy Institute.


Mejia, J. A., Popov, V., Rodriguez, V., Ruiz, D., Myers, P. L., & Spencer, J. A. (2019, June). Connecting to the physical space through funds of knowledge: Lessons learned from a STEM summer enrichment program. In ASEE Annual Conference proceedings.


Mertens, D. M., & Wilson, A. T. (2018). Program evaluation theory and practice. Guilford Publications.

Renzulli, J. S., Gentry, M., & Reis, S. M. (2021). Enrichment clusters: A practical plan for real-world, student-driven learning. Routledge.

Riley-Ayers, S., & Figueras-Daniel, A. (2018). Engaging and Enriching: The Key to Developmentally Appropriate Academic Rigor. YC Young Children, 73(2), 52–58.


Writing Research Proposal


write three research questions which align with your proposal.

  • Purposefully write two poorly formed questions and explain why each question does not meet the criterion for a well-built question. Use PICO, FINER, or FINERMAPS to describe how the question goes awry.
  • Finally, write one well-built research question that could be used in your proposal and demonstrate how the question uses the model (PICO, FINER, or FINERMAPS).
  • The questions must relate to diversity, equity, or inclusion in some way.