Outcomes/Evaluation
Out-of-School Time Evaluation Snapshot: Harnessing Technology in Out-of-School Time Settings
This “Out-of-School Time Evaluation Snapshot” by the Harvard Family Research Project examines the incorporation of technology in out-of-school time programs. The authors review the use of technology to enhance learning, challenges and successes in implementation and reviews of current technology-based OST programs. January 2006.
Outcomes for Youth in Out-of-School Time Programs
This research brief by Child Trends describes educational, cognitive, and health and safety outcomes for participants in out-of-school time programs. It provides resources to assist programs in the measurement of these outcomes. October 2006.
Multiple Choices After School: Findings from the Extended-Service Schools Initiative
This report by Public Private Ventures commissioned by the Wallace Foundation presents findings from the evaluation of the Extended-Service Schools Initiative (ESS). This initiative was responsible for the development of 60 after-school programs in 20 communities nationwide. The findings include the identification of common issues among most of the 60 programs. The major components reviewed include the programs’ vision, participants, quality activities, benefits and costs. June 2002.
The Impact of After-School Programs That Promote Personal and Social Skills
This report by Collaborative for Academic, Social, and Emotional Learning (CASEL), funded by the William T. Grant Foundation, presents a meta-analysis of after-school programs that have a goal of enhanced personal and social growth for participants. The findings showed that programs that are ‘sequenced, active, focused and explicit (SAFE)’ are successful in improving the social and personal skills of the students in the program. 2007.
Study of Promising After School Programs: Examination of longer-term outcomes after two years of program experiences
D.L. Vandell, E.R. Reisner, K.M. Pierce, B.B. Brown, D. Lee, D. Bolt, & E. Pechman The purpose of this longitudinal study was to examine the developmental effects of participation in high-quality programming. The authors looked at students in four groups who participated in an after school program and other activities, after school programs only, supervised activity at home, or unsupervised activities. Findings showed positive academic, behavioral and social outcomes for students in all three supervised groups, and that benefits were stronger with longer periods of participation. August 2006.