The relationships between after-school programs, academic outcomes, and behavioral developmental outcomes of Latino children from immigrant families: Findings from the 2005 National Household Education Surveys Program

Park, Hyejoon; Lin, Ching-Hsuan; Liu, Chennan; Tabb, Karen M.

doi:10.1016/j.childyouth.2015.03.019

Cited by 9 publications

(14 citation statements)

References 15 publications

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“…Most research on ASPs focuses on mainstream children, and those that examine ASPs and migration in the United States have focused on immigrant, English-learning, and Latino/a groups, but not refugees specifically (Greenberg, 2013;McDonald et al, 2006;Park, Lin, Liu, & Tabb, 2015). A set of studies have examined afterschool programming efforts for Hmong students including an arts-based theatre program (Ngo, 2017), a community-based program (Lee & Hawkins, 2008), and a program developed through a school-community leadership model (Rah, 2013).…”

Section: After-school Programsmentioning

confidence: 99%

Interventions Supporting the Social Integration of Refugee Children and Youth in School Communities: A Review of the Literature

Reynolds

Bacon

2018

ASW

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Schools function as a primary driver of integration and as a link to resources and assets that promote healthy development. Nevertheless, most research studies on school-based programs are conducted on mainstream students, and school professionals looking to deliver interventions serving refugee students are forced to choose between evidence-based programs designed for the mainstream and developing new programs in the cultural framework of their students. The purpose of this literature review is to provide a summary of recent research on successful, evidence-based programs as well as promising interventions and practice recommendations in five core practice areas in schools: school leadership and culture, teaching, mental health, after-school programming, and school-parent-community partnerships. These findings are presented drawing from theoretical frameworks of ecological systems, social capital, segmented assimilation, resilience, and trauma, and describe how such theories may be used to inform programs serving refugee children and youth. Additionally, this review describes the core components of successful programs across these practice areas to inform researchers and practitioners as they select and develop programs in their own school communities. Finally, this review concludes with a discussion of human rights in the education of refugee children and youth.

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Section: After-school Programsmentioning

confidence: 99%

Interventions Supporting the Social Integration of Refugee Children and Youth in School Communities: A Review of the Literature

Reynolds

Bacon

2018

ASW

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Section: Resultsmentioning

confidence: 99%

“…In addition, age was related to Latina/o student success only at the elementary school level, where younger students had better grades (H. Park et al, 2015) but lower test scores (Furlong & Quirk, 2011; Quirk, Nylund-Gibson, & Furlong, 2013), while older students had more discipline problems (H. Park et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…Researchers generally concur that SES impacts the majority of achievement outcomes, including test scores (e.g., Bécares & Priest, 2015), grades (e.g., Azmitia, Cooper, & Brown, 2009), high school completion (Claster & Blair, 2013;Zarate & Pineda, 2014), college enrollment (Song & Elliott, 2012), and student discipline (e.g., H. Park, Lin, Liu, & Tabb, 2015). SES is measured in various ways in the literature, including family income, qualifying for Free and Reduced Lunch (FRL), parental home ownership, receiving in-kind welfare benefits, and college savings.…”

Section: Factors Associated With Latina/o Academic Achievementmentioning

confidence: 99%

“…In response to the Latina/o educational crisis (Gándara & Contreras, 2009;Ocasio, 2014), an increasing body of research has focused on determining which factors are associated with the academic achievement of Latina/o students. Within this work are literature reviews and essays centered on Latina/o students, such as the state of research regarding Latina/o students' experiences in K-16 education (R. Padilla, 2007), Latina/o academic attainment (Ayala, 2012), Latina/o parents' involvement with mathematics education (C. O. Lopez & Donovan, 2009), and how college outreach programs impact Latina/o high school students (Loza, 2003); however, to date, there has been no comprehensive literature review conducted that synthesizes the scholarship specific to Latina/o academic achievement outcomes in K-12 schools.…”

mentioning

confidence: 99%

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Latina/o Students in K-12 Schools: A Synthesis of Empirical Research on Factors Influencing Academic Achievement

Taggart

2018

Hispanic Journal of Behavioral Sciences

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The purpose of this systematic review is to provide a comprehensive synthesis and analysis of the empirical evidence to date on the factors related to Latina/o student academic achievement in the country's increasingly Latina/o K-12 schools. Factors found to be related to academic achievement outcomes (e.g., grades, test scores, high school completion, college enrollment) for Latina/o students include a combination of (1) demographic variables, (2) sociocultural variables, (3) academic experiences, (4) psychological variables, and (5) school/institutional variables. In addition, this research synthesis identified several methodological trends in the research on Latina/o student success.

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Spilling Over: How Participating in After-School Organized Activities Predicts Students’ Engagement

Fredricks

Hsieh

Liu

et al. 2019

Handbook of Student Engagement Interventions

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The relationships between after-school programs, academic outcomes, and behavioral developmental outcomes of Latino children from immigrant families: Findings from the 2005 National Household Education Surveys Program

Cited by 9 publications

References 15 publications

Interventions Supporting the Social Integration of Refugee Children and Youth in School Communities: A Review of the Literature

Interventions Supporting the Social Integration of Refugee Children and Youth in School Communities: A Review of the Literature

Latina/o Students in K-12 Schools: A Synthesis of Empirical Research on Factors Influencing Academic Achievement

Spilling Over: How Participating in After-School Organized Activities Predicts Students’ Engagement

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