Quality is Critical for Meaningful Synthesis of Afterschool Program Effects: A Systematic Review and Meta-analysis

Lester, Ashlee M.; Chow, Jason C.; Melton, Theresa N.

doi:10.1007/s10964-019-01188-8

Cited by 18 publications

(19 citation statements)

References 22 publications

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“…Likely due in part to the aforementioned programmatic structures, this lack of significance may also be related to students' proclivity toward STEM‐related activities as opposed to Arts and Humanities‐based classes. Future research should continue to investigate the potential connection between engagement and English achievement in programs that are specifically designed to target English outcomes (Lester et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Given that this was the first study to explicitly explore the engagement dimensions in relation to PYD, future research should build upon these results with a larger sample to explore how these engagement factors relate to additional PYD outcomes such as identity development and youth initiative. Depending on the design and intended outcomes of each intervention, afterschool programs can be differentially related to a variety of student outcomes (Lester et al, 2020). Therefore, though most programs are developed to provide wrap‐around support to students, they may have differential impacts on a variety of PYD outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Many scholars have reported evidence that participation in high‐quality afterschool programs supports positive academic and developmental outcomes for youth (Lester et al, 2020; Durlak et al, 2010; Mahoney & Vest, 2012; Vandell et al, 2020). Further, scholars have increasingly suggested that level of student participation plays a vital role in whether or not students experience the intended outcomes of a program (Lauer et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Understanding afterschool engagement: Investigating developmental outcomes for adolescents

Sjogren

Zumbrunn

Broda

et al. 2021

American J of Comm Psychol

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Though student engagement is hypothesized to be a factor in explaining student level differences in afterschool programs, the measurement of student engagement in this context is inconsistent, and findings from the small number of studies about how engagement impacts developmental and academic outcomes are mixed. In this study, we tested the factor structure of Wang and colleagues' school engagement scale with a sample of middle school students (N = 197) who attended an afterschool program in an urban setting. Results suggest that a bifactor model of engagement best fits the data, meaning that engagement consists of four specific factors (affective, behavioral, cognitive, social) and a global factor. We then used structural equation modeling to examine the relationship between engagement, academic outcomes, and positive youth development (PYD). Results also showed positive associations with student mathematics achievement and PYD, but no significant associations were found between engagement and English achievement. This study provides a theoretically aligned way to measure engagement and evidence to support engagement as a key factor in predicting youth outcomes in an out‐of‐school context.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Understanding afterschool engagement: Investigating developmental outcomes for adolescents

Sjogren

Zumbrunn

Broda

et al. 2021

American J of Comm Psychol

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“…Adding to this complexity is the need for ASPs to be developmentally appropriate and attractive to participants. Several scholars who have conducted systematic reviews of ASPs (Lester, Chow & Melton, 2020) found that while a number of promising models exist, many exhibit encouraging and yet methodologically flawed evidence of effectiveness. Programs that provide greater structure, a stronger link to the school-day curriculum, well qualified and well-trained staff, and opportunities for one-to-one tutoring hold promise.…”

Section: After-school Programsmentioning

confidence: 99%

“…There is a need for future studies on after-school programs to implement rigorous designs and report on aspects of program quality. Improving the rigor in the design of the programs as well as the evaluations of after-school programs is crucial and can provided valuable information to realize the potential of after-school programs (Kremer, Maynard, Polanin, Vaughn & Sarteschi, 2015;Lester, 2020).…”

Section: After-school Programsmentioning

confidence: 99%

Mamelodi Pre-University Academy

Ogude

Mathabathe

Mthethwa

et al. 2020

MUJ

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The University of Pretoria adopted an anchor institution strategy and designated the Mamelodi Campus as a Faculty with a focus on community engagement with the primary goal of broadening educational pathways to post-secondary school attainment. This paper provides an overview of how two strategic goals of the University namely, widening access and success and strengthening social responsiveness have manifested over a decade through designating STEM access programmes to a campus located in the impoverished township, Mamelodi. The anchor mission entails improvement of the access programmes through incorporating the student voice, as well the improvement of After-School Programmes (ASPs) by formalizing a Pre-University Academy (PUA). The PUA is a signature academic programme geared towards fostering articulation between the high school initiatives, access programmes and the mainstream programmes to ensure a seamless transition from secondary school to graduation. The paper provides lessons drawn from the provision of the programmes which resulted in “forward and backward” articulation to close the school-university gap while addressing systemic educational problems left by the legacy of apartheid. The paper further elaborates on the process followed to cement the anchor mission through the PUA as well as make recommendations to strengthen anchor institution strategy efforts in similar contexts.

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Ameta‐analysisof the effects ofafter‐schoolprogrammes among youth with marginalized identities

Christensen

Kremer

Poon

et al. 2023

Community & Applied Soc Psy

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After‐school programmes (ASPs) often provide youth with a safer alternative to unstructured time while providing a context for building skills and forging positive relationships with programme staff and peers. ASPs may be particularly effective for youth with marginalized identities, including youth of colour and youth from low‐income backgrounds. Despite this promise, few rigorous evaluations of ASPs have been conducted and even fewer meta‐analyses have investigated the effects of ASPs among youth with marginalized identities. Using a multi‐level meta‐analysis of 615 effect sizes across 56 studies (overall n = 128,538), the current study examined the overall effects of ASPs on internalizing, externalizing, school‐related, social functioning, and self‐perception/identity outcomes among kindergarten through 12th grade youth with marginalized identities. Results indicated ASPs to have a small, yet significant positive overall effect on youth outcomes (g = 0.2049, p = .001, 95% CI = 0.08–0.33). Moderator analyses revealed significant differences in effects based on outcome source and outcome measure type. Given the ubiquity of ASPs and the challenges that youth experiencing marginalization face, this study uniquely adds to the existing literature and outlines important implications and recommendations for research, policy, and practice.

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Quality is Critical for Meaningful Synthesis of Afterschool Program Effects: A Systematic Review and Meta-analysis

Cited by 18 publications

References 22 publications

Understanding afterschool engagement: Investigating developmental outcomes for adolescents

Understanding afterschool engagement: Investigating developmental outcomes for adolescents

Mamelodi Pre-University Academy

Ameta‐analysisof the effects ofafter‐schoolprogrammes among youth with marginalized identities

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