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High Quality Supplemental Educational Services (HQSES) and Afterschool Partnerships Demonstration Project

Year Published: 2010

An external analysis of student test scores, attendance and assessment records in 39 THINK Together afterschool sites in the Santa Ana Unified School District. The evaluation found that participating in the program had a positive impact on students’ math and reading skills, as measured through THINK Together assessments, as well as on students’ perceived math efficacy. It also found that frequent participation in the program had a positive effect on academics, where those students with higher levels of participation in the program saw greater gains on their California Standardized Test (CST) scores in reading and math and their California English Language Development Test (CELDT) scores compared to students who did not participate in the program.

A Meta-Analysis of After-School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents

Year Published: 2010

A meta-analysis by the Collaborative for Academic, Social and Emotional Learning (CASEL) that examined 75 studies of 68 afterschool programs. The meta-analysis evaluated the impact of afterschool programs on participants’ personal and social skills, as well as academic achievement. A key finding of the evaluation is the positive impact high-quality afterschool programs have on students, where students showed improved behavior and performed better academically than students who did not participate in a program.

Project Exploration 10-Year Retrospective Program Evaluation: Summative Report

Year Published: 2010

A 10-year retrospective study of the impact of Project Exploration, which has been providing personalized out-of-school time science programs to traditionally under-served middle and high school youth attending Chicago Public Schools since 1999. The study, which surveyed 30 percent of the 259 alumni in their database over the age of 18, found that participants in the program were performing well academically, with 95 percent of Project Exploration participants graduating from high school or on track to graduate, nearly double the overall rate of Chicago Public Schools. The study also found an increased interest in science, technology, engineering, and math (STEM) fields among Project Exploration alumni surveyed.

The Beacon Community Centers Middle School Initiative: Report on Implementation and Youth Experience in the Initiative’s Second Year

Year Published: 2010

A study of middle school participants in New York City’s Beacon Initiative, which served 21,000 middle schoolers during the 2008-2009 academic year. Student survey responses indicated that the Beacon program supported students academically by improving their homework completion, grades, reading comprehension, and math performance. Students participating in the program also overwhelmingly agreed that they felt safe and that they belonged at the Beacon Center, and that the program taught them how to help others. Students also reported that they felt it was important to be involved in their community.

Citizen Schools: Achieving High School Graduation: Citizen Schools’ Youth Outcomes in Boston

Year Published: 2010

This comprises the final analysis of an eight-year evaluation of the academic outcomes in high school of former 8th grade participants in the Boston-based Citizen Schools. The study found a number of positive academic outcomes associated with participation in Citizen Schools, as well as positive school day attendance findings. Former Citizen Schools participants were more likely to pass their math and English language arts (ELA) courses, as well as more likely to earn a proficient or advanced rating on their math and ELA Massachusetts Comprehensive Assessment System (MCAS) tests than their non-participating peers. Former participants were also more likely to attend school more often and have a higher rate of on-time graduation than non-participants.

Making Every Day Count: Boys & Girls Clubs’ Role in Promoting Positive Outcomes for Teens

Year Published: 2009

A 30-month longitudinal evaluation of 322 Boys & Girls Club members from 10 Clubs across the country, beginning in seventh and eighth grade. Student survey responses indicated that participants who attended the program more often had increased academic confidence, community service involvement, integrity, and academic confidence, and decreased school absence rates, aggression,and police interactions.

Chicago After-School All-Stars

Year Published: 2009

This quasi-experimental study examined 75,000 Chicago After-School All-Stars (ASAS) participants from 2012-2014, comparing them to non-participating students in Chicago Public Schools. The study found that Chicago ASAS students saw improvements in their school day attendance and school day behavior compared to their non-participating peers, where Chicago ASAS students saw an 18 percent decrease in school day absences and were 22 percent less likely to be suspended than students not in the program.

Evidence of Program Quality and Youth Outcomes in the DYCD Out-of-School Time Initiative: Report on the Initiative’s First Three Years

Year Published: 2009

A multi-year evaluation of New York City’s Out-of-School Time (OST) initiative, which was launched in 2005 to provide free, quality afterschool and summer learning programs to New York City students and served 181,000 children between 2005 and 2008. The evaluation found that participants in the program reported high levels of academic motivation and moderate levels of academic benefits. Additional findings include that students in the program reported that they felt that they belonged and were safe in the program, and among parents surveyed, 74 percent agreed that the program made it easier for them to keep their jobs and 73 percent agreed that they missed less work than they had previously because their children attended the OST program.

Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative

Year Published: 2008

This Public/Private Ventures evaluation studied the Communities Organizing Resources to Advance Learning (CORAL) project, an eight-year, $58 million afterschool initiative in cities across California designed by the James Irvine Foundation aimed at providing academic enrichment and support to primarily elementary school students in the lowest performing schools, who are often living in low-income families. The evaluation found that students participating in the CORAL program, a majority of whom were English language learners and reading below grade level, saw literacy-related gains. CORAL participants who were English language learners and those who were furthest behind in reading experienced greater gains in their reading performance while in the program compared to their peers who entered the program reading at grade level or who were English proficient. Children who began the CORAL program two or more grade levels behind in reading, based on the individualized reading assessments, gained just as much as their higher-achieving counterparts over the same period of time. The study also found that CORAL students reported having a positive experience in the program. Close to 90 percent of CORAL students reported that they felt safe in the program, and 71 percent agreed that they felt that they belonged in the program. Parents of students in the program also reported a positive experience for their children, with more than 90 percent of parents reporting that the program helped their child to do better in school.

Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs

Year Published: 2007

An evaluation of high-quality afterschool programs serving low-income elementary and middle school students across diverse community types in eight states. Data collected through standardized test scores, as well as teacher and student surveys indicates regular participation in high-quality afterschool programs provide low-income youth significant gains in math test scores and work habits and reductions in behavioral problems.

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