Evaluations of After-School Programs: A Meta-Evaluation of Methodologies and Narrative Synthesis of Findings

Abstract

Funding for after-school programs has increased dramatically, and there has been a corresponding increase in the need for sound evaluations to document the quality and impact of the programs. A comprehensive search for after-school evaluations was completed in order to conduct a meta-evaluation of evaluation methodologies used and to synthesize the findings of the evaluations. Results of the meta-evaluation indicate that the after-school evaluation reports located for the study demonstrated moderate compliance with The Program Evaluation Standards established by the Joint Committee on Standards for Educational Evaluation but limited use of research designs that support causal conclusions and insufficient information to allow for meta-analysis of program effects. However, some tentative conclusions can be reached about the effectiveness of after-school programs. Overall, it appears that after-school programs may have positive impacts on participants, but more rigorous research designs are necessary to provide data that clearly document program effects.

Exploring the Relationships between LA's BEST Program Attendance and Cognitive Gains of LA's BEST Students

“…Another frequent critique of after-school studies is selection bias (Fashola, 2002;Hollister, 2003;Little & Harris, 2003;Scott-Little, Hamann, & Jurs, 2002). Studies commonly compare students who participated in the program to those who did not, with the implication being that any diff erences are caused by the program.…”

The Impact of a 3-Year After-School Obesity Prevention Program in Elementary School Children

“…10 Clearly, dramatic policy and environmental changes are required to increase children's participation in PA. 11 Although many efforts are ongoing to increase PA during school hours, 12 less has been done to test the effectiveness of programs delivered during after-school hours at schools and community recreation facilities. 13 in addition to academic and social benefits, 14,15 organized, structured after-school programs provide a unique opportunity to engage children in a large amount of moderate-to-vigorous PA (MVPA). these programs have access to trained school staff and well-61 CHILDHOOD OBESITY February 2012 maintained facilities while avoiding competition with academic pursuits.…”

Keeping Kids in School: A Study Examining the Long-Term Impact of Afterschool Enrichment Programs on Students’ High School Dropout Rates

“…The research indicates that individuals who can overcome such obstacles share common properties of resiliency, such as high self-esteem, positive life attitudes, and high future aspirations (Rouse, Bamaca-Gomez, & Newman, 2001;Siebert, 2005). These individuals achieve resiliency because they had opportunities to develop affirming personal relationships, to learn about the importance of school, and to gain a sense of well-being, among other positive attributes (Scott-Little, Hamann, & Jurs, 2002). Quality afterschool programs that focus on building resiliency in students can provide such opportunities (Brooks, 2006;Cooper, Estes, & Allen, 2004).…”

“…First, they provide students with supervision during a time when they might normally fall prey to deviant or anti-social behaviors-research has revealed that the rates for both juvenile crimes and the victimization of juveniles peak in the afterschool hours (U.S. Department of Education & U.S. Department of Justice, 2000). Secondly, afterschool programs provide experiences that may benefit students' social skills and work habits (Scott-Little, Hamann, & Jurs, 2002;Vandell, Reisner, & Pierce, 2007). Finally, afterschool programs may help to improve academic achievement through tutoring and enrichment activities (Fashola, 2002).…”