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Year Published: 2005
A longitudinal study evaluating the impact of afterschool program participation on the academic performance and motivation of elementary school students. Participants were 599 boys and girls from an unnamed urban, economically disadvantaged community in the U.S. Data collected from student academic records and surveys of teachers, afterschool providers, and parents indicated that students participating in afterschool programs had significantly higher reading achievement compared to students who were in other after school care arrangements (parent care, a mix of parent care and no adult supervision, and a mix of non-parental supervision and no adult supervision) and had a higher expectancy of success than students who had non-parental supervision and no adult supervision. Students who were in the highest category of afterschool program attendance saw even greater gains, with significantly higher reading achievement, motivation, and expectancy of success than children in all other care arrangements.
Scope of the Evaluation: Local
Program Type: Afterschool
Location: An unnamed, urban community in the Northeastern United States.
Community Type: Urban
Grade level: Elementary School
Program Demographics: Students participating in the study were first, second, and third grade students. Forty-nine percent of participants were female, and participants were ethnically diverse: 50 percent were Hispanic, 36 percent were African-American, 10 percent were white, 2 percent were Asian, and 2 percent were “other.” More than 95 percent of students at the schools served were eligible for free or reduced-price lunch during the 2002-03 school year.