Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students

2006 ◽  
Vol 76 (2) ◽  
pp. 275-313 ◽  
Author(s):  
Patricia A. Lauer ◽  
Motoko Akiba ◽  
Stephanie B. Wilkerson ◽  
Helen S. Apthorp ◽  
David Snow ◽  
...  
Keyword(s):  
At Risk ◽  
Meta Analysis ◽  
At Risk Students ◽  
After School ◽  
Out Of School Time ◽  
Positive Effects ◽  
School Time ◽  
Summer Schools ◽  
Meta Analyses ◽  
Out Of School

Schools and districts are adopting out-of-school-time (OST) programs such as after-school programs and summer schools to supplement the education of low-achieving students. However, research has painted a mixed picture of their effectiveness. To clarify OST impacts, this synthesis examined research on OST programs for assisting at-risk students in reading and/or mathematics. Researchers analyzed 35 OST studies that employed control or comparison groups and met other inclusion criteria. Meta-analyses indicated small but statistically significant positive effects of OST on both reading and mathematics student achievement and larger positive effect sizes for programs with specific characteristics such as tutoring in reading. Whether the OST program took place after school or during the summer did not make a difference in effectiveness.

scholarly journals Testing the Retrospective Pretest with High School Youth in Out-of-School Time Programs

2019 ◽  
Vol 14 (1) ◽  
pp. 216-229
Author(s):  
Jill Young ◽  
Leanne Kallemeyn
Keyword(s):  
High School ◽  
Response Shift ◽  
After School ◽  
Out Of School Time ◽  
School Time ◽  
Retrospective Pretest ◽  
Youth Interviews ◽  
Response Shift Bias ◽  
School Youth ◽  
Out Of School

Practitioners and evaluators face several constraints in conducting rigorous evaluations to determine program effect. Researchers have offered the retrospective pretest/posttest design as a remedy to curb response-shift bias and better estimate program effects. This article presents an example of how After School Matters (ASM) tested the use of retrospective pretest/posttest design for evaluating out-of-school time (OST) programs for high school youth participants. Differences between traditional pretest and retrospective pretest scores were statistically significant, but effect sizes were negligible, indicating that both pretests yielded similar results. Interviews with youth led to 3 key findings that have implications for ASM using retrospective pretests with youth: response-shift bias was more prominent in youth interviews than in quantitative findings, youth recommended reordering the questions so that the retrospective pretest appears first to increase comprehension, and acquiescence bias emerged in the interviews. This study demonstrates that the retrospective pretest/posttest design can be an alternative to the traditional pretest/posttest design for OST at ASM. These findings are important for ASM and other youth-serving organizations, which often have limited capacity to survey youth multiple times within 1 program session.

scholarly journals Overview of Current After School - OST STEM Programs for Girls

2021 ◽  
Vol 1 (1) ◽  
pp. 68-92
Author(s):  
Zeynep Gecu-Parmaksiz ◽  
Janette Hughes ◽  
Tess Butler-Ulrich
Keyword(s):  
Best Practices ◽  
Gender Gap ◽  
After School ◽  
Out Of School Time ◽  
Stem Programs ◽  
School Time ◽  
Stem Pipeline ◽  
Underrepresentation Of Women ◽  
Social And Cultural Factors ◽  
Out Of School

Historically, there has been a gender gap within the STEM pipeline, resulting in the underrepresentation of women in STEM fields. Current efforts, both within and outside of educational institutions, have been developed to target girls’ specific needs with the aim of supporting girls' interest and engagement in STEM. The following paper examines the social and cultural factors that perpetuate the gender gap in STEM. It also provides a review and critique of six existing Canadian Out of School Time (OST) STEM programs and the principles used in their development and implementation. Conclusions from this review suggest that OST programs, when developed using best practices, may play a crucial role in encouraging girls to pursue a STEM career. Four primary best practices include: social and collaborative learning, topics related to girls' interests, development of STEM identity, and length of the program (for example, programs done over a longer period of time are generally more effective than programs completed over a shorter duration). Although the COVID-19 pandemic has caused some of these programs to migrate online, these four promising practices transcend face-to-face versus online boundaries. As a result, programs should continue to follow these pedagogical approaches to foster girls' interests in STEM. Keywords: gender inequality, out of school time programs, social learning, STEM education, STEM programming

scholarly journals Mothers’ Satisfaction with Youth Out-of-School-Time Programs

2012 ◽  
Vol 7 (4) ◽  
pp. 25-36
Author(s):  
Juyoung Jang ◽  
Jodi Dworkin
Keyword(s):  
Working Hours ◽  
Youth Workers ◽  
Logit Models ◽  
Policy Makers ◽  
Out Of School Time ◽  
Positive Effects ◽  
School Time ◽  
Ordered Logistic Regression ◽  
The Relationship ◽  
Out Of School

The purpose of this study was to investigate the factors related to mothers’ satisfaction with youth out-of-school-time (OST) programs. The relationship to demographic characteristics and the effects of mother’s perception of youth OST program opportunities on mothers’ satisfaction with OST programs are discussed in this paper. Ordered logistic regression revealed the positive effects of partner’s working hours, mother’s education, and mother’s perception on mother satisfaction. Generalized ordered logit models further revealed that the effects of the variables and the effects of child sex, income, and race differed by the level of mother satisfaction. These findings have important implications for youth workers and policy makers.

scholarly journals A Scoping Review of Inclusive Out-of-School Time Physical Activity Programs for Children and Youth With Physical Disabilities

2018 ◽  
Vol 35 (1) ◽  
pp. 111-138 ◽  
Author(s):  
Kelly P. Arbour-Nicitopoulos ◽  
Viviane Grassmann ◽  
Krystn Orr ◽  
Amy C. McPherson ◽  
Guy E. Faulkner ◽  
...  
Keyword(s):  
Physical Activity ◽  
Best Practice ◽  
Physical Disabilities ◽  
Skill Development ◽  
Out Of School Time ◽  
Positive Effects ◽  
Practice Recommendations ◽  
School Time ◽  
Physical Activity Programs ◽  
Out Of School

The objective of this study was to comprehensively evaluate inclusive out-of-school time physical activity programs for children/youth with physical disabilities. A search of the published literature was conducted and augmented by international expertise. A quality appraisal was conducted; only studies with quality ratings ≥60% informed our best practice recommendations. Seventeen studies were included using qualitative (n = 9), quantitative (n = 5), or mixed (n = 3) designs. Programs had a diversity of age groups, group sizes, and durations. Most programs were recreational level, involving both genders. Rehabilitation staff were the most common leaders. Outcomes focused on social skills/relationships, physical skill development, and psychological well-being, with overall positive effects shown in these areas. The best practice recommendations are consistent with an abilities-based approach emphasizing common group goals and interests; cooperative activities; mastery-oriented, individualized instruction; and developmentally appropriate, challenging activities. Results indicate that inclusive out-of-school time physical activity programs are important for positive psychosocial and physical skill development of children/youth with physical disabilities.

The Effects of Prompts and a Group-Oriented Contingency on Out-of-School Physical Activity in Elementary School-Aged Students

2012 ◽  
Vol 31 (2) ◽  
pp. 131-145 ◽  
Author(s):  
Peter Hastie ◽  
Hans van der Mars ◽  
Todd Layne ◽  
Danielle Wadsworth
Keyword(s):  
Physical Activity ◽  
Free Play ◽  
After School ◽  
Physically Active ◽  
Out Of School Time ◽  
School Time ◽  
Bonus Points ◽  
Verbal Prompts ◽  
Out Of School ◽  
Teacher Prompts

This study examined the effectiveness of three conditions in which 48 fourth-grade students were prompted to be physically active out of school. Using an alternating treatments design (Cooper, Heron, & Heward, 2007) the three intervention conditions included: (a) Baseline: No prompting of students, (b) Teacher Prompts: Verbal prompt to “remember to do something active after school today”, and (c) Teacher Prompts and group-oriented contingencies: Verbal prompts with an index card where students could record their activity to earn bonus points as part of a team challenge. Graphically plotted pedometer data depicting data paths, variability, and trends within and across three conditions showed that students were more active outside of school only when the contingent reinforcement (c) was in place. This suggests that using prompts and group-oriented contingencies within Sport Education appears to be an effective and authentic context for promoting independent (i.e., free play) out-of-school time physical activity.

scholarly journals Video Review: History of Afterschool in America

2019 ◽  
Vol 14 (4) ◽  
pp. 285-290
Author(s):  
M. Maureen Toomey
Keyword(s):  
United States ◽  
The United States ◽  
After School ◽  
Key Words And Phrases ◽  
School Professionals ◽  
Out Of School Time ◽  
School Time ◽  
History Of ◽  
Learning Guide ◽  
Out Of School

After-school and out-of-school time programs are common across the United States and are seen as providing safe and nurturing environments for children, youth, and teens. The History of Afterschool in America documentary succinctly lays out the evolution of after-school and out-of-school time programming. The 60-minute documentary is framed in 12 chapters with narrative from historians, key advocates and leaders, practitioners, and teens. An accompanying learning guide provides discussion questions, key words and phrases, and additional resources. It is a must watch for after-school professionals, youth-serving organizations, and collaborators.

scholarly journals School Age Programs and Services Committee: Out of School Time: Inspiring Engagement in Children’s Programming

2021 ◽  
Vol 19 (2) ◽  
pp. 33
Author(s):  
Kimberly Grad
Keyword(s):  
School Age Children ◽  
After School ◽  
School Age ◽  
Summer Reading ◽  
Out Of School Time ◽  
School Time ◽  
Children's Librarians ◽  
Home And School ◽  
Radical Shift ◽  
Out Of School

Programming for school age children has experienced a radical shift in the last year due to the pandemic. Out-of-school time or “after school” has taken on a different tone as some children learn at home and some are back at school.And yet, with virtual programming libraries continue to provide a bridge between home and school. Children’s librarians are digging deeper into the well of programming ideas to provide engaging library related activities. In our first column, we offer some concrete program ideas that can be utilized throughout the year when school is in session or during summer reading programming.

scholarly journals Common Elements of Practice, Process and Implementation in Out-of-School-Time Academic Interventions for At-risk Children: a Systematic Review

2020 ◽  
Vol 21 (4) ◽  
pp. 545-556 ◽  
Author(s):  
Thomas Engell ◽  
Benedicte Kirkøen ◽  
Karianne Thune Hammerstrøm ◽  
Hege Kornør ◽  
Kristine Horseng Ludvigsen ◽  
...  
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
Academic Interventions ◽  
Common Elements ◽  
Out Of School Time ◽  
School Time ◽  
At Risk Children ◽  
Out Of School
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