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Young Scholars Program: An overview of the benefits that promising students gain from extended day programs

Year Published: 2006

An analysis of the effects of the Young Scholars Program on students in schools throughout North Carolina. Academic and attendance data collected on Young Scholars over the course of five years shows that participation in the program led to gains in math and reading proficiency, improved grade promotion, increased school day attendance, and increased parent involvement.

Wisconsin Department of Public Instruction’s 21st Century Community Learning Centers Executive Summary: 2013-2014

Year Published: 2014

A statewide evaluation of Wisconsin’s 220 21st CCLC programs during the 2013-2014 school year. This evaluation focuses on the academic and behavioral outcomes of these programs. Primary teachers were surveyed to collect data on student academic performances, behavior, and engagement in learning. Key findings include that students who participated in Wisconsin’s 21st CCLC program experienced a number of improvements in academic performance, such as completing and turning in homework on time, school day attendance, and behavior, which includes getting along with others and coming to school motivated to learn.

Washington 21st Century Community Learning Centers Program Evaluation: 2012-2013 and 2013-2014

Year Published: 2015

This statewide evaluation of Washington’s 21st CCLC grantees assesses the impact of the program on participating students during the 2012-2013 and 2013-2014 academic school years. Data collected on youth outcomes included reading and math achievement, GPA, school day absences, disciplinary incidents, and surveys of students that examined students’ motivation, engagement, and beliefs. This study found that students who regularly participated in Washington’s 21st CCLC programs saw gains in their math and reading performance and grade point averages, compared with their non-participating peers. A positive impact was also found regarding school day absences and disciplinary incidents, where regular program participants had a lower number of unexcused absences and disciplinary incidents compared to students not participating in the program.

Virtual Y the afterschool program: A ray of sunshine for urban public elementary school children

Year Published: 2005

A report by The National Center for Schools and Communities at Fordham University presenting the results of seven years of evaluation for the YMCA of Greater New York’s Virtual Y afterschool program—an afterschool program that served elementary school students five days a week between 3 and 6 p.m. Teachers reported significant improvements in classroom behavior for Virtual Y participants, including improvement in task motivation, frustration tolerance, learning skills, acting out, peer social skills, assertive social skills, and shyness and anxiety. The average school day attendance of 3rd and 4th grade Virtual Y participants also exceeded the average attendance of a comparison group. Additionally, Virtual Y participants outperformed a comparison group in post-program math scores.

The Relationship between Intensity and Breadth of After-School Program Participation and Academic Achievement: Evidence from a Short-Term Longitudinal Study

Year Published: 2012

This short-term longitudinal study examined 719 2nd grade through 8th grade students participating in the Boys and Girls Clubs of Greater Dallas during the 2009-2010 school year. Report card data and attendance information was collected. This analysis found that participation in afterschool programming increased students’ overall GPA and school attendance rates.

The Medical College of Georgia FitKid Project: the relations between program attendance and changes in outcomes in year 1

Year Published: 2005

This evaluation studied third graders, a majority of whom were children of color, at 18 schools in Georgia participating in the Medical College of Georgia FitKid Project, an afterschool program that used a fitness curriculum developed by the Medical College of Georgia to reduce childhood obesity. Researchers concluded that children who attended 40 percent or more of the afterschool sessions showed improvement in body fat percentage, bone mass density, and cardiovascular fitness. Students with higher levels of program attendance saw even greater health gains, where students’ cardiovascular fitness and bone mass density increased and body fat decreased as program attendance increased.

The Impact of Afterschool STEM: The Clubhouse Network

Year Published: 2016

The Clubhouse Network provides a creative and safe out-of-school learning environment in which youth from underserved communities work with adult mentors to explore their own ideas, develop new skills and build self-confidence through the use of technology. In this selection of evaluation data spanning 2013 to 2016, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.

The Impact of Afterschool STEM: Techbridge After-School

Year Published: 2016

Techbridge offers afterschool and summer programs with hands-on projects and career exploration to inspire girls in STEM. In this selection of evaluation data from the 2012-2013 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.

The Impact of Afterschool STEM: STEM 3D

Year Published: 2016

STEM 3D: Integrating Science Afterschool, a project of The Franklin Institute, engages underserved youth and families in year-round STEM learning and career awareness through a combination of afterschool, home and community activities. In this selection of evaluation data from the 2014-2015 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.

The Impact of Afterschool STEM: SHINE After School Program

Year Published: 2016

SHINE (Schools & Homes in Education) is a comprehensive afterschool program that provides academic and social support to youth in a primarily rural region of Pennsylvania. SHINE offers STEM throughout the grades, with the intention of building a STEM pipeline from kindergarten to career. In this selection of evaluation data from the 2013-2014 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.

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