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

Huang, Denise; Kim, Kyung Sung; Cho, Jamie; Marshall, Ann; Perez, Patrícia A.

doi:10.20355/c58c77

Cited by 11 publications

(13 citation statements)

References 15 publications

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“…One study 65 reported a relative improvement of 7.3% on the Iowa Test of Basic Skills (www.riversidepublishing.com/products/itbs/), a standardized test that assesses reading, language arts, math, social studies, and science knowledge combined. Favorable effects of OSTA programs were shown for high school completion across 4 studies, 57,61,62,66 as evidenced by a median 6.8% relative change in intervention populations compared with control populations (range, −1.1% to 15.0%). Similar improvements were found for college enrollment in 3 studies, 57,61,62 with a median relative change of 7.0% (range, 2.7%–24.0%).…”

Section: Evidence Synthesismentioning

confidence: 98%

“…Specifically, among studies that reported race/ethnicity, 60% were majority black ‡ and S. Ross, et al (unpublished data, 1996) and among those reporting SES, 84% were majority low SES. § The largest proportion of programs were reading-focused | and general academics ¶ (40% each), followed by math-focused 29,42,49,52,54,61,77 (12%) and minimal academics 45,66,72,81 (7%); one program 77 had separate math- and reading-focused arms. Of 51 programs for which didactic approach was reported, most (47%) involved group instruction, ** 33% involved tutoring or individualized instruction, †† and the remainder (20%) used mixed approaches.…”

Section: Evidence Synthesismentioning

confidence: 99%

“…Programs described as “homework assistance” 45,66,72 (some of which have minimal academic focus) and the federal Supplemental Educational Services 55,56,60,63,67 (required to have an academic focus) were classified as tutorial programs. Programs with reading or math tutoring/individualized instruction as their main mode of didactics † and S. Ross, et al (unpublished data, 1996) were associated with the lowest effects for both reading (median = 0.08 [IQI: 0.013–0.30] and math (median = 0.09 [IQI: 0.015–0.23]); group instruction ‡ had greater effects for both reading (median = 0.235 [IQI: 0.02–0.48]) and math (median = 0.39 [IQI: 0.09 to 0.16]); and greatest effects were associated with mixed-group and tutoring approaches 25,36,39,40,49,50,64,74 in both reading (median = 0.375 [IQI: 0.06–0.73]) and math (effect = 0.86; 1 study).…”

Section: Evidence Synthesismentioning

confidence: 99%

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Out-of-School-Time Academic Programs to Improve School Achievement

Knopf

Hahn

Proia

et al. 2015

Journal of Public Health Management and Practice

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Context Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education. Objective This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity. Design Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985–2003) was supplemented with a Community Guide update (search period 2003–2011). Main Outcome Measure Standardized mean difference. Results Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes. Conclusions OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs.

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Section: Evidence Synthesismentioning

confidence: 98%

Section: Evidence Synthesismentioning

confidence: 99%

Section: Evidence Synthesismentioning

confidence: 99%

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Out-of-School-Time Academic Programs to Improve School Achievement

Knopf

Hahn

Proia

et al. 2015

Journal of Public Health Management and Practice

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“…STAR -Chetty, Friedman, Hilger, Saez, Diane, and Yagan (2011); Krueger (2003). LA's BEST - Goldschmidt and Huang (2007); Huang, Gribbons, Kim, Lee, and Baker 2000; Huang, Kim, Marshall, and Pérez (2005). CSP -McCord (1978).…”

Section: Schoolingmentioning

confidence: 99%

Fostering and Measuring Skills: Interventions That Improve Character and Cognition

Heckman¹,

Kautz

2013

310

288

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu This paper reviews the recent literature on measuring and boosting cognitive and noncognitive skills. The literature establishes that achievement tests do not adequately capture character skills -personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains. Their predictive power rivals that of cognitive skills. Reliable measures of character have been developed. All measures of character and cognition are measures of performance on some task. In order to reliably estimate skills from tasks, it is necessary to standardize for incentives, effort, and other skills when measuring any particular skill. Character is a skill, not a trait. At any age, character skills are stable across different tasks, but skills can change over the life cycle. Character is shaped by families, schools, and social environments. Skill development is a dynamic process, in which the early years lay the foundation for successful investment in later years. High-quality early childhood and elementary school programs improve character skills in a lasting and cost-effective way. Many of them beneficially affect later-life outcomes without improving cognition. There are fewer long-term evaluations of adolescent interventions, but workplace-based programs that teach character skills are promising. The common feature of successful interventions across all stages of the life cycle through adulthood is that they promote attachment and provide a secure base for exploration and learning for the child. Successful interventions emulate the mentoring environments offered by successful families. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S JEL Classification:D01, I20, J24

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“…Other programs, such as Communities in Schools, 40 provide diverse services to students at risk of academic failure, and also include guidance, counseling, and enrichment activities. Los Angeles’ Better Educated Students for Tomorrow (BEST) 41 is an afterschool program for Los Angeles students enrolled in kindergarten through fifth grade. Students are provided with homework assistance, social–emotional development programs, recreational opportunities, and access to performing arts.…”

Section: Evidence Synthesismentioning

confidence: 99%

Programs to Increase High School Completion

Hahn

Knopf

Wilson

et al. 2015

American Journal of Preventive Medicine

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Context High school completion (HSC) is an established predictor of long-term morbidity and mortality. U.S. rates of HSC are substantially lower among students from low-income families and most racial/ethnic minority populations than students from high-income families and the non-Hispanic white population. This systematic review assesses the effectiveness of programs to increase HSC and the potential of these programs to improve lifelong health among at-risk students. Evidence acquisition A search located a meta-analysis (search period 1985–2010/2011) on the effects of programs to increase HSC or General Educational Development (GED) diploma receipt; the meta-analysis was concordant with Community Guide definitions and methodologic standards. Programs were assessed separately for the general student population (152 studies) and students who were parents or pregnant (15 studies). A search for studies published between 2010 and August 2012 located ten more recent studies, which were assessed for consistency with the meta-analysis. Analyses were conducted in 2013. Evidence synthesis The review focused on the meta-analysis. Program effectiveness was measured as the increased rate of HSC (or GED receipt) by the intervention group compared with controls. All assessed program types were effective in increasing HSC in the general student population: vocational training, alternative schooling, social–emotional skills training, college-oriented programming, mentoring and counseling, supplemental academic services, school and class restructuring, multiservice packages, attendance monitoring and contingencies, community service, and case management. For students who had children or were pregnant, attendance monitoring and multiservice packages were effective. Ten studies published after the search period for the meta-analysis were consistent with its findings. Conclusions There is strong evidence that a variety of HSC programs can improve high school or GED completion rates. Because many programs are targeted to high-risk students and communities, they are likely to advance health equity.

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

Cited by 11 publications

References 15 publications

Out-of-School-Time Academic Programs to Improve School Achievement

Out-of-School-Time Academic Programs to Improve School Achievement

Fostering and Measuring Skills: Interventions That Improve Character and Cognition

Programs to Increase High School Completion

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