Results from a First-Year Evaluation of Academic Impacts of an After-School Program for At-Risk Students

Jenner, Eric; Jenner, Lynne W.

doi:10.1080/10824660701261144

Cited by 22 publications

(12 citation statements)

References 10 publications

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“…The study found that, in order to benefi t academically, the elementary school students needed to attend the after-school program for at least 100 days per year, and middle school students needed to attend at least 50 days annually. Similar fi ndings have also been reported by Munoz (2002) and Jenner and Jenner (2007).…”

Section: The Importance Of Dosagesupporting

confidence: 80%

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

Huang¹,

Leon²,

Harven³

et al. 2009

PsycEXTRA Dataset

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Section: The Importance Of Dosagesupporting

confidence: 80%

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

Huang¹,

Leon²,

Harven³

et al. 2009

PsycEXTRA Dataset

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“…As explained earlier, there has been a great deal of research suggesting that the effects of after-school participation are greater among low-income students (Jenner and Jenner 2007;Lauer et al 2006, McComb andScott-Little 2003;Vandell 1994, 1999). For instance, Posner and stated ''after-school programs can provide low-income children with experience more similar to those experiences by middle-class children who have access to a rich array of lessons, coached sports, and academic tutoring (p.…”

Section: After-school Programs In Koreamentioning

confidence: 94%

“…The more and sustained engagement was significantly associated with greater improvement (George et al 2007;Lauer et al 2006;Little et al 2008). Importantly, the effects were stronger for low-performing or at-risk students from low-income or minority families (Jenner and Jenner 2007;Lauer et al 2006, McComb andScott-Little 2003).…”

Section: The Effects Of After-school Program Participationmentioning

confidence: 95%

The impact of after-school programs on educational equality and private tutoring expenses

Bae

Kim

et al. 2010

Asia Pacific Educ. Rev.

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The purpose of this study was to examine how the implementation of after-school programs in Korea's public schools is related to educational equality and private tutoring expenses. The analyzed data was from the Survey on the Status of Private Tutoring and the Study of the Policy Measures to Reduce Private Tutoring Expenses conducted by KEDI (Korea Education Development Institute) in (International conference for exploring the ways to activate the after-school program, KEDI, Seoul, 2007). The Chisquare test was employed to investigate (a) the relationship between after-school participation and family income and residential location of students (b) the association between after-school engagement and the reduction in private tutoring expenses. The study found that: (a) in general, lowincome and rural students participated more than higher income and urban peers in after-school programs and (b) after-school participation was generally negatively associated with private tutoring engagement and the impact of after-school participation on the reduction in private tutoring expenses was stronger for low-income students in elementary and high schools and rural students in high schools.The overall findings provide further research issue regarding whether after-school programs can help foster educational equality by offering more opportunities for learning and achievement improvement for disadvantaged students. The results also imply the potential of after-school programs in reducing private tutoring expenses, particularly for low-income families.

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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%).…”

Section: Evidence Synthesismentioning

confidence: 99%

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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Results from a First-Year Evaluation of Academic Impacts of an After-School Program for At-Risk Students

Cited by 22 publications

References 10 publications

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

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

The impact of after-school programs on educational equality and private tutoring expenses

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

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