Developmental changes in impacts of an antipoverty experiment on low-income children’s structured out-of-school time.

Abstract

The experiment reported here tested impacts of New Hope, an employment-based poverty intervention for adults on developmental patterns of children's participation in structured out-of-school activities, using a cross-sequential design spanning ages 6 through 19. New Hope increased participation in activities (lessons, sports, religious, clubs, community centers, service). Its effects did not vary significantly across age, time of measurement, or gender, lasting well beyond parents' eligibility for program benefits. Overall participation peaked in early adolescence, declining thereafter. Policies that enhance participation during middle childhood may have long-term benefits because structured activities can provide opportunities for skill development and adult supervision that may be especially useful for children from low-income families.

Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio‐economic differences in non‐cognitive and cognitive outcomes

“…Based on the social reproduction theory (Bourdieu & Passeron, 1990), scholars have anticipated varying levels of participation in EAs among students from diverse social backgrounds due to the distinct economic and cultural capital they possess (Epps et al, 2013). Parents with greater economic capital use their financial resources to support their children, covering expenses such as tutors and school fees, but also extracurricular activities that contribute to their academic success (Lareau, 1987).…”