In response to budget problems, many urban school systems reduced resources for getting students to come to school, such as truancy officers. Chicago, for instance, in 1991, went from 150 truancy officers down to a total of zero. Is that a good idea? In this study, we explore the effects of increased support by a pro‐social adult, or “social capital,” delivered through a structured student monitoring and mentoring program called Check & Connect (C&C). We carried out a large‐scale randomized controlled trial with C&C in partnership with the Chicago Public Schools (CPS) to students in grades 1 to 8. Program participation decreased absences in grades 5 to 7 by 4.2 days, or 22.9 percent, but had no detectable effects on students in grades 1 to 4. We also did not find statistically significant effects on learning outcomes such as test scores or GPA, or any detectable spillovers to other students within the schools where the program was administered. The modest impacts per dollar spent, compared to previous evidence on either low‐cost “nudges” or relatively intensive, higher‐cost interventions, raise the possibility that, for very disadvantaged students, there may be decreasing returns that are then followed by increasing returns to program intensity for the problem of student disengagement.

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The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.NBER working papers are circulated for discussion and comment purposes. They have not been peerreviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.

After-school programs can provide important contexts for youths’ development and well-being. While these programs have the potential to serve as an anchor for refugee youth, previous research cites challenges with their access and engagement with them. Drawing on the Positive Youth Development Framework, which offers a lens on how after-school programs are complementary to refugee youth development and well-being, this study explores refugee youths’ motivation and engagement in after school activities. In-depth interviews were conducted with 30 refugee youth between the ages of 14 and 17 years old who resettled into Chicago. First, refugee students were involved in school-based programs with the goal to share cultural and racial identities, process past traumas, and manage homesickness. Second, refugee youth preferred to seek out homework assistance from stakeholders associated with refugee-led organizations instead of school staff due to their high level of familiarity and trust with them. Finally, refugee youth participated in community-based organizations that encouraged their engagement in civic activities. Recommendations are offered about how schools and community partners can assist refugee students in becoming more involved with after-school programs. This research sheds light on how after-school specialists and educators can offer comprehensive after-school programs to this understudied population.