Teacher Practical Guidance:

After-School Programs

Category: External

Rank Order

68

Effect Size

0.27

Achievement Gain %

10

How-To Strategies

How-To Resources

Link – Curriculum (WWC) Twelve Together: MS/HS

References

Durlak, Weisberg, & Panchan. (2010). The Impact of After-School Programs that Promote Personal and Social Skills.Collaborative for Academic, Social, and Emotional Learning.

 

IES What Works Clearinghouse (2007) Twelve Together: MS/HS Dropout Prevention After School Program. Link

 

Jang. (2018). A meta-analysis of effects of after-school programs on secondary school students. Journal of Curriculum Evaluation.

 

Lester, Chow, & Melton. (2020). Quality is critical for meaningful synthesis of afterschool program effects: a systematic review and meta-analysis. Journal of youth and adolescence.

 

Peters, Maynard, Vaughn & Sarteschi. (2014). Are After-School Programs Effective? A Systematic Review and Meta-Analysis of After-School Programs. Conference paper.

 

Scott-Little, Hamann, & Jurs. (2002). Evaluations of After-School Programs: A Meta-Evaluation of Methodologies and Narrative Synthesis of Findings. American Journal of Evaluation.

 

Yao, Li, Wu, & Wei. (2023). Effects of after-school programs on student cognitive and non-cognitive abilities: A meta-analysis based on 37 experimental and quasi-experimental studies. Science Insights Education Frontiers.

After-School Programs

DEFINITION

Private and publicly funded after-school programs have been created to solve three social problems: to prevent students from spending long periods of time home alone after school; to provide students struggling academically with more time to learn important elements of the curriculum; and to reduce crime and victimhood during after-school hours.

DATA

  • 10 meta-analysis reviews

  • 350 research studies

  • 535,000 students in studies

  • 4 Confidence level. Hattie (2023) p. 412

QUOTES