How Many Students Work Best in an After-School Program? Are Small Groups Better than Large After-School Programs? What Ages? The 2010–2011 Group Report

2019 ◽  
pp. 107-116
Author(s):  
Bridget Coleman ◽  
Thomas Reid ◽  
William D. Harpine
Keyword(s):  
Small Groups ◽  
After School Programs ◽  
After School ◽  
School Program ◽  
School Programs ◽  
Group Report ◽  
After School Program ◽  
Better Than

Expanding after School Program Access for Vulnerable Students: Examining the Efficacy of Federal Policy and Funding

2021 ◽  
pp. 001312452110045
Author(s):  
Susan K. Klumpner ◽  
Michael E. Woolley
Keyword(s):  
Low Income ◽  
Binary Logistic Regression ◽  
After School Programs ◽  
Lower Percentage ◽  
After School ◽  
School Program ◽  
Logistic Regression Models ◽  
School Programs ◽  
After School Program ◽  
Low Income Families

After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e.g., fee-based, 21st CCLC, and other types) using binary logistic regression models. I n a sample of schools ( n = 1,601) surveyed by the National Center on Education Statistics 2008 FRSS, we found that under-resourced schools had lower odds of having a 21st CCLC program and higher odds of having a fee-based after school program (than schools with a lower percentage of students receiving FARM). That is counter to the stated goals of the 21st CCLC program. These findings highlight the need for a re-prioritization of 21st CCLC funding such that financial assistance provided to schools to support after school programs is allocated to schools serving students from low income families and communities.

scholarly journals “Doing Our Part”: What Motivates Black Family Engagement in an After-School Program

2020 ◽  
Vol 15 (6) ◽  
pp. 44-69
Author(s):  
Amanda S. Case
Keyword(s):  
Black Family ◽  
Family Engagement ◽  
After School Programs ◽  
After School ◽  
School Program ◽  
Current Case ◽  
Program Staff ◽  
Black Caregivers ◽  
School Programs ◽  
After School Program

Researchers have demonstrated that Black caregivers (a) are more likely than caregivers of any other race to enroll their children in after-school programs, (b) face considerable challenges finding quality after-school programs, and (c) consider family engagement to be a hallmark of quality after-school programs. To date, however, researchers have largely ignored the voices of Black caregivers about what motivates and enables them to engage with their children’s after-school programs. As a result, after-school program staff report continued challenges effectively engaging Black families. The current case study aims to address this gap in the literature using evidence from participant observations, interviews with program staff, and focus groups with caregivers from the Downtown Boxing Gym, a community-based after-school program in Detroit, Michigan that primarily serves Black youth. Results suggest caregivers were largely motivated to engage with the program because of the gains they observed in their children and themselves, causing them to feel thankful and sparking a desire to give back. Caregivers also named specific program practices that made it easier for them to participate, including explicit expectations and requests for family engagement and multiple ways for them to participate. Implications for increasing family engagement at other after-school programs are discussed.

scholarly journals The Complexities of Student Engagement for Historically Marginalized Youth in an After-School Program

2021 ◽  
Vol 16 (5) ◽  
pp. 105-121
Author(s):  
Ashlee L. Sjogren ◽  
Theresa N. Melton
Keyword(s):  
After School Programs ◽  
After School ◽  
Marginalized Youth ◽  
School Program ◽  
School Based ◽  
School Programs ◽  
After School Program ◽  
Program Content ◽  
Affective Experiences ◽  
School Programming

As researchers continue to address issues of equity within educational settings, it is important to also consider the role of equity in high-quality after-school programs. Evidence suggests that families from communities with fewer resources, along with families that identify as Black or Hispanic, report less access to quality after-school programming for their youth (Afterschool Alliance, 2020). This is especially problematic, as after-school programming has been associated with a number of positive outcomes for youth. In this study, researchers highlight youth perspectives to illuminate the challenges related to engaging historically marginalized youth in a school-based after-school program. Findings suggest that youth from marginalized backgrounds typically discuss engagement in terms of behavioral and affective experiences. Further, youth identified a few barriers to engagement, including repetition of program content and disruptive behavior. As a result of these findings, researchers suggest that practitioners integrate youth perspectives, work collaboratively to develop curriculum that fosters growth, and adopt policies and training that support staff in implementing culturally appropriate discipline approaches in after-school programs.

scholarly journals Youth Perspectives on Virtual After-School Programming During the COVID-19 Pandemic

2021 ◽  
Vol 16 (5) ◽  
pp. 251-268
Author(s):  
Candace Evans ◽  
Renita Moore ◽  
Scot Seitz ◽  
Isatou Jatta ◽  
Gabriel P. Kuperminc ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Internet Access ◽  
After School Programs ◽  
After School ◽  
School Program ◽  
School Closures ◽  
School Programs ◽  
After School Program ◽  
Positive Experiences ◽  
School Programming

After-school programs provide a range of support for students. During school closures due to the COVID-19 pandemic, many after-school programs were also forced to close or to find new ways to provide services to youth, such as through virtual after-school programming. We surveyed 244 youth who participated in virtual after-school programs about their access to virtual programming as well as their experiences. We considered their pre-closure experiences as well. We also surveyed 8 program directors of after-school programs who were providing virtual programming. We found that Internet access hindered the ability of more than 1 in 4 students to access the programs. Pre-closure program experiences, including ongoing relationships with program staff and positive peer relationships contributed to more positive experiences with virtual programming. Whenever students were able to access the programs, they generally reported positive experiences. This work has implications for after-school program providers, parents, and policymakers.

Families Ask: After-School Programs: A Different Kind of Learning

2008 ◽  
Vol 14 (4) ◽  
pp. 242-244
Keyword(s):  
After School Programs ◽  
After School ◽  
Sixth Grader ◽  
School Program ◽  
School Programs ◽  
After School Program

My sixth grader attends an after-school program to get help with mathematics. My child gets passing grades but struggles with assignments. Lately, I have heard complaints that the program is boring; the work is the same as that in class, but my child still does not “get” it. The assignments appear to be simply pages out of a workbook. I thought the after-school program would be different. Is it just about getting more practice? Is my expectation wrong?

scholarly journals Elementary After School Programs

2005 ◽  
Vol 3 (4) ◽  
pp. 108-118 ◽  
Author(s):  
Jackie Battista ◽  
Claudio R. Nigg ◽  
Jo Ann Chang ◽  
Marisa Yamashita ◽  
Richard Chung
Keyword(s):  
Leisure Time ◽  
Vegetable Consumption ◽  
After School Programs ◽  
After School ◽  
School Program ◽  
Delayed Treatment ◽  
Group Design ◽  
School Programs ◽  
After School Program ◽  
Baseline Characteristics

Objective: To present project design and baseline characteristics of a project promoting life-long physical activity (PA) in an elementary after-school program. Methods: The project incorporates a two group design with delayed treatment control. PA and context observations and surveys (n=533; grades 4-6; attitude, enjoyment, intention, subjective norm, confidence, PA behavior, and fruit and vegetable consumption) were conducted. Results: Students spend almost 90 minutes standing, sitting and lying down and less than 17 minutes in moderate and vigorous PA during the after-school program. Students were strenuously active 3.89 days per week, moderately active 3.12 days per week, and mildly active 3.06 days per week, and watched television or played video games for 3.71 hours per day during leisure time. Attitudes, enjoyment, intention, and subjective norms differentiated students in different stages of PA. Discussion: There is an opportunity for PA promotion during after school, and stage specific interventions are indicated to facilitate PA.

scholarly journals Student Engagement in After-School Programs, Academic Skills, and Social Competence among Elementary School Students

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Kathryn E. Grogan ◽  
Christopher C. Henrich ◽  
Mariya V. Malikina
Keyword(s):  
Student Engagement ◽  
Social Competence ◽  
Youth Development ◽  
Student Outcomes ◽  
Academic Skills ◽  
After School Programs ◽  
After School ◽  
School Program ◽  
School Programs ◽  
After School Program

Research on the relationship between after-school program participation and student outcomes has been mixed, and beneficial effects have been small. More recent studies suggest that participation is best characterized as a multidimensional concept that includes enrollment, attendance, and engagement, which help explain differences in student outcomes. The present study uses data from a longitudinal study of after-school programs in elementary schools to examine staff ratings of student engagement in after-school activities and the association between engagement and school outcomes. The factor structure of the staff-rated measure of student engagement was examined by exploratory factor analysis. Multiple regression analyses found that student engagement in academic, youth development, and arts after-school program activities was significantly related to changes in teacher ratings of academic skills and social competence over the course of the school year and that students with the greatest increase in academic skills both were highly engaged in activities and attended the after-school program regularly. The results of this study provide additional evidence regarding the benefits of after-school programs and the importance of student engagement when assessing student outcomes.

scholarly journals Projects in a Day Develop Life Skills in At-Risk After School Youth

2011 ◽  
Vol 6 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Katie J. Hoffman
Keyword(s):  
At Risk ◽  
Life Skills ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
Safe Place ◽  
School Programs ◽  
Life Skill Development ◽  
After School Program ◽  
School Programming

As budgets tighten and school weeks are shortened more youth are being left unattended at home. Rural youth are particularly affected by these reductions and stranded away from programs and resources. At-risk youth are acutely impacted as they lose contact time with programs that provide life skill development and a safe place for youth to connect to community, other youth and adults. 4-H Projects-in-a-Day can provide curriculum in partnership with after school programs that develop life skills and build positive social skills. In a study conducted with an Idaho After School program during the 2007-2008 and the 2008-2009 school years, six of the 12 life skills evaluated showed a significant increase after participation. Youth also reported positive self esteem and made new friends during the events held on Fridays. 4-H Project-in-a-Day curriculum has shown to be a powerful, ready to use tool in after school programming.

Engaging Community Providers to Create More Active After-School Environments: Results From the Ontario CATCH Kids Club Implementation Project

2011 ◽  
Vol 8 (s1) ◽  
pp. S26-S31 ◽  
Author(s):  
Erin K. Sharpe ◽  
Scott Forrester ◽  
James Mandigo
Keyword(s):  
Large Scale ◽  
After School Programs ◽  
After School ◽  
Boys And Girls Club ◽  
Instruction Time ◽  
Group Data ◽  
School Programs ◽  
After School Program ◽  
Quasi Experimental ◽  
The Impact

Background:This paper evaluates the impact of a large-scale, community agency-driven initiative to increase physical activity (PA) in after-school programs in Ontario. In 2008, the YMCA and Boys and Girls Club (BGC) introduced CATCH Kids Club (CKC) into 330 after-school program sites.Methods:This study assessed the impact of the intervention on the quality and quantity of PA using a pretest/posttest quasi-experimental research design with a comparison non-CKC group. Data were collected at baseline (September 2008) and postintervention (May/June 2009) using the System for Observing Fitness Instruction Time (SOFIT).Results:Nearly all sites, with the exception of the BGC baseline program (a sports program) achieved greater than 50% of time spent in MVPA. Significant differences were not found between levels of MVPA at CKC and comparison sites (59.3% vs. 64.2%), or at CKC sites at baseline versus postintervention (59.3% vs. 52.1%). BGC sites had significantly higher levels MVPA in CKC programs than in sports programs (70.8% vs. 35.2%). In postimplementation interviews, leaders reported general support but some mixed reactions related to how the program was received by participants.Conclusions:This paper offers support for PA programs that focus on inclusivity and enjoyment and emphasize the important role of staff competency.

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