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A summary of articles on education extracurricular activities and student achievement

Afterschool Programs Make a Difference: Featured in the brief are studies that evaluate large afterschool programs with experimental or quasi-experimental designs.

The authors, Priscilla M.

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Wimer, and Heather B. Weiss, drew on those evaluations to address two primary questions: In this article, we summarize their findings and discuss the characteristics of programs leading to positive student outcomes. Does participation in afterschool programs make a difference? According to Little, Wimer, and Weiss, The short answer is yes.

These programs not only offered academic support to improve academic performance, but also combined it with other enrichment activities to achieve positive academic outcomes. Little, Wimer, and Weiss noted, Thus, extra time for academics by itself may be necessary but may not be sufficient to improve academic outcomes. Balancing academic support with a variety of engaging, fun, and structured extracurricular or co-curricular activities that promote youth development in a variety of real-world contexts appears to support and improve academic performance.

Afterschool Programs Make a Difference: Findings From the Harvard Family Research Project

Prevention of Risky Behaviors The hours after school, between 3 p. Health and Wellness The afterschool setting presents an opportunity to address the growing problem of obesity among children and youth.

Extracurricular activity

Research has shown that afterschool programs can contribute to healthy lifestyles and increased knowledge about exercise and nutrition. What conditions appear to be necessary to achieve positive results?

They identified the following three factors as critical to achieving positive youth outcomes: Much like gaps among students in regular day school, Little, Wimer, and Weiss noted differences among students whose families have higher incomes and more education and those students whose families are less advantaged.

In a meta-analysis of the impact of 73 afterschool programs, Durlak and Weissburg 2007 found that programs missing any of the following four characteristics did not achieve positive results: Sequenced — Used sequenced set of activities designed to achieve skill development objectives Active — Used active forms of learning to help students develop skills Focused — Devoted program components to developing personal or social skills Explicit — Targeted explicit personal or social skills Other studies Gerstenblith, Soule, Gottfredson, Lu, Kellstrom, Womer, et al.

Strong Partnerships Little, Wimer, and Weiss also found: Strong partnerships are more than a component of program quality. Programs are more likely to exhibit high quality when they effectively develop, utilize, and leverage partnerships with a variety of stakeholders like families, schools, and communities. However, strong partnerships are more than a component of program quality: The research and evaluation studies and syntheses highlighted in this brief demonstrate how complex a task it is to provide high quality, effective supports for youth and their families, but they also provide powerful evidence that after school programs do work when key factors are addressed—factors of access, sustained participation, program quality and strong partnerships.

Moving forward, how can the research-based practices known to be effective in after school programs be adopted more broadly within after school programs and other expanded learning models? How can after school programs work with schools, families, and other community and health supports to ensure a complementary array of learning and developmental supports across the day, the year, and the developmental continuum from kindergarten through high school?

  1. Patterns of youth retention in OST programs, 2005—06 to 2006—07.
  2. The following resources can be used with the online Afterschool Training Toolkit to give you the resources you need to build fun, innovative, and academically enriching afterschool activities. Afterschool programs, antisocial behavior, and positive youth development.
  3. Weiss, drew on those evaluations to address two primary questions. Research has shown that afterschool programs can contribute to healthy lifestyles and increased knowledge about exercise and nutrition.

How can choice be built into after school and extended day options to ensure that programs are responsive to the needs of working families and youth participants alike? The set of studies was then reviewed by leading researchers in the field who validated that this set was indeed representative of the wealth of available information. References American Youth Policy Forum. Helping youth succeed through out-of-school time programs.

Launching literacy in after-school programs: Shared features of highperforming after-school programs: A follow-up to the TASC evaluation. The impact of after-school programs that promote personal and social skills. Evidence from two student cohorts on the use of community resources to promote youth development. Phase II report of the Citizen Schools evaluation. Putting students on a pathway to academic and social success: Afterschool programs, antisocial behavior, and positive youth development: An exploration of the relationship between program implementation and changes in youth behavior.

  • Developmental outcomes associated with the afterschool contexts of low-income children and adolescents;
  • Afterschool programs, antisocial behavior, and positive youth development:

Extracurricular activities, after-school, and community programs pp. After-school programs and academic impact: The long-term effects of after-school programming on educational adjustment and juvenile crime: Incapacitation, concentration, and juvenile crime.

American Economic Review, 93, 1560-1577. Improvements in math and reading scores of students who did and did not participate in the Foundations After School Enrichment Program during the 2001—2002 school year. A meta-analysis of effects for at-risk students. Review of Educational Research, 76, 275—313.

  1. The impact of after-school programs that promote personal and social skills. They identified the following three factors as critical to achieving positive youth outcomes.
  2. Perspectives on Sexual and Reproductive Health, 34 5 , 244—251.
  3. Much like gaps among students in regular day school, Little, Wimer, and Weiss noted differences among students whose families have higher incomes and more education and those students whose families are less advantaged.

After school programs in the 21st century: Their potential and what it takes to achieve it. Harvard Family Research Project. Evaluation of OST programs for youth: Patterns of youth retention in OST programs, 2005—06 to 2006—07. Preventing pregnancy and improving health care access among teenagers: Perspectives on Sexual and Reproductive Health, 34 5244—251.

  • According to Little, Wimer, and Weiss, The short answer is yes;
  • How can after school programs work with schools, families, and other community and health supports to ensure a complementary array of learning and developmental supports across the day, the year, and the developmental continuum from kindergarten through high school?
  • Helping youth succeed through out-of-school time programs;
  • Review of Educational Research, 76, 275—313;
  • Little, Wimer, and Weiss noted, Thus, extra time for academics by itself may be necessary but may not be sufficient to improve academic outcomes;
  • Patterns of youth retention in OST programs, 2005—06 to 2006—07.

Academic achievement programs and youth development: Building quality and supporting expansion of After-School Projects: Understanding and measuring attendance in out-of-school time programs. An after-school obesity prevention program for African-American girls: An evaluation of Across Ages.

Understanding what we have created. Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of promising practices. University of California and Washington, DC: Developmental outcomes associated with the afterschool contexts of low-income children and adolescents.

An environmental approach to obesity prevention in children: Obesity Research, 13, 2153—2161.

  • What conditions appear to be necessary to achieve positive results?
  • Featured in the brief are studies that evaluate large afterschool programs with experimental or quasi-experimental designs;
  • The authors, Priscilla M;
  • University of California and Washington, DC;
  • Academic achievement programs and youth development:

The following resources can be used with the online Afterschool Training Toolkit to give you the resources you need to build fun, innovative, and academically enriching afterschool activities.