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Effects of an afterschool program on the academic outcomes of children and youth residing in public housing neighborhoods: A quasi-experimental study

Author

Listed:
  • Jenson, Jeffrey M.
  • Veeh, Christopher
  • Anyon, Yolanda
  • St. Mary, Jason
  • Calhoun, Molly
  • Tejada, Jacqueline
  • Lechuga-Peña, Stephanie

Abstract

Afterschool programs (ASPs) designed to increase academic performance and prevent behavior problems among young people are implemented widely. Yet few evaluations that include a comparison group have been conducted to assess the effects of these preventive interventions. This is particularly true for programs located in community settings, where research infrastructure tends to be less developed than schools. This study used a quasi-experimental design with nonequivalent comparison groups to examine the effects of a community-based ASP - located in low-income and racially segregated neighborhoods - on academic performance and school behavior problems among students in grades kindergarten to 12. The ASP's ecological program model is guided by positive youth development and a public health framework that considers risk and protective factors for academic and other behavior problems. Intervention components include academic tutoring, homework help, a manualized reading curriculum, and skill building groups that aim to enhance participants' academic and social-emotional development. Youth who participated in the ASP (n = 418; mean age = 10.8 years; 52% female; 89% youth of color) had significantly higher levels of school attendance, a greater increase in independent reading level over the academic year, and lower odds of incurring a suspension or expulsion from school than youth in a comparison group (n = 226; mean age = 8.99; 49% female; 94% youth of color). Participation in the ASP was also significantly related to classroom teacher ratings of proficiency in the subject areas of math and science. These findings suggest that community-based afterschool interventions have the potential to improve academic performance and school behavior among children and youth living in public housing.

Suggested Citation

  • Jenson, Jeffrey M. & Veeh, Christopher & Anyon, Yolanda & St. Mary, Jason & Calhoun, Molly & Tejada, Jacqueline & Lechuga-Peña, Stephanie, 2018. "Effects of an afterschool program on the academic outcomes of children and youth residing in public housing neighborhoods: A quasi-experimental study," Children and Youth Services Review, Elsevier, vol. 88(C), pages 211-217.
    • Handle: RePEc:eee:cysrev:v:88:y:2018:i:c:p:211-217
    DOI: 10.1016/j.childyouth.2018.03.014
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    References listed on IDEAS

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    1. repec:mpr:mprres:4230 is not listed on IDEAS
    2. repec:mpr:mprres:4235 is not listed on IDEAS
    3. Susanne James-Burdumy & Mark Dynarski & John Deke, 2005. "When Elementary Schools Stay Open Late: Results from The National Evaluation of the 21st-Century Community Learning Centers Program," Mathematica Policy Research Reports 747640229207407f9f0f09abf, Mathematica Policy Research.
    4. Jodie Roth & Lizabeth M. Malone & Jeanne Brooks-Gunn, "undated". "Does the Amount of Participation in Afterschool Programs Relate to Developmental Outcomes? A Review of the Literature," Mathematica Policy Research Reports 64ba5c81f58141d9a160ed77d, Mathematica Policy Research.
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    9. Anyon, Yolanda & Jenson, Jeffrey M. & Altschul, Inna & Farrar, Jordan & McQueen, Jeanette & Greer, Eldridge & Downing, Barbara & Simmons, John, 2014. "The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes," Children and Youth Services Review, Elsevier, vol. 44(C), pages 379-386.
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    1. Ditzel, Loreto & Casas, Ferran & Torres-Vallejos, Javier & Reyes, Fernando & Alfaro, Jaime, 2022. "Children participating in after-school programs in Chile: Subjective well-being, satisfaction with free time use and satisfaction with the program," Children and Youth Services Review, Elsevier, vol. 132(C).
    2. Hyejoon Park & Siying Guo & Shinwoo Choi & Keeyoon Noh, 2020. "Interrelations between After-School Settings and the Delinquency and Emotional-Behavioral Problems of Elementary School Children: Findings from Fragile Families and Child Wellbeing Study," Social Sciences, MDPI, vol. 9(9), pages 1-20, September.

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