The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
This bibliography contains citations for all the out-of-school time (OST) program evaluations and research studies that Harvard Family Research Project is currently tracking. Some of these evaluations and research studies we have profiled and added to our Out-of-School Time Program Research and Evaluation Database. For those in this bibliography that we have not profiled yet, we do not have detailed information on the evaluations and studies, but we do provide basic program or research study information as well as links to relevant evaluation and research reports.
Last updated
The last update to the bibliography was in January 2012.
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21st Century After Hours Program
Initially funded in 1999, this program provides expanded learning and enrichment opportunities outside the regular school hours for children and adults in junior high and elementary schools in Fort Collins, Colorado.
(Academic/Enrichment, Family/Community Involvement)
Albright, L. (2002). Evaluation of the 21st Century After Hours Program: Poudre school district. Fort Collins, CO: Research and Development Center for the Advancement of Student Learning.
21st Century Community Learning Centers Program—Boys & Girls Clubs of Chicago
Implemented in 2003 in six public schools in Chicago, Illinois, this comprehensive youth development program provides challenging and engaging academic afterschool programming, parent services/instruction, and staff development.
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Center for Prevention Research & Development. (2004). Boys & Girls Clubs of Chicago: The implementation of the 21st Century Community Learning Centers Program: First year evaluation report. Chicago, IL: University of Illinois Institute of Government and Public Affairs.
Center for Prevention Research & Development. (2005). Boys & Girls Clubs of Chicago: The implementation of the 21st Century Community Learning Centers Program: Second year evaluation report. Chicago, IL: University of Illinois Institute of Government and Public Affairs.
21st Century Community Learning Centers Program—Mobile Magnet After School Program
This afterschool program in Sumter County, South Carolina, is designed to increase academic achievement, self-esteem, and telecommunications and technology skills.
(Academic/Enrichment, Digital Media and Learning, Science/Technology/Mathematics)
Clemson University’s Youth Learning Institute and System Wide Solutions, Inc. (2005). Evaluation of the Mobile Magnet After-School Program In Sumter County School Districts 2 and 17 for the academic year 2004–2005. Columbia, SC: System Wide Solutions, Inc. www.swsolutionsinc.com/des/ed_4.html
21st Century Community Learning Centers—Austin, Texas
This initiative in Austin, Texas supports the creation of community learning centers to provide academic enrichment opportunities during nonschool hours for children who attend high-poverty and low-performing schools. The program is intended to complement students’ regular academic programs and offers literacy and other educational services to the families of participating children.
(Academic/Enrichment, Literacy)
Naik, R. (2010). 21st Century Community Learning Center summary report. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_9-61.b_Overall_21stCCLC_summary_report.pdf>
Naik, R. (2010). 21st Century Community Learning Center summary report: Cycle IV-Lanier. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_9-61.a_21stCCLC_campus_reports.pdf
21st Century Community Learning Centers—Brockton Summer School Programs
These programs provide summer math and English instruction to students in grades K–9 in Brockton, Massachusetts, who are struggling learners.
(Academic/Enrichment, Tutoring/Extra Instruction)
DosRemedios, T. (2008). Brockton Public Schools' 21st Century Summer School Programs: An evaluation of implementation. Unpublished manuscript.
21st Century Community Learning Centers—Broward County, Florida
This program expands services (such as extended learning opportunities, recreational and cultural activities, tutorials, and health services) provided to middle school students and their parents in Broward County, Florida. The goal is to improve behavior and academic performance and prevent or reduce drug use and violence.
(Academic/Enrichment, Prevention)
Rendulic, P., & Green, M. (2002). 21st Century Community Learning Centers evaluation report. Broward County, FL: School Board of Broward County Office of Research and Evaluation. www.broward.k12.fl.us/research_evaluation/Evaluations/21century%20community%20learning%20centers.PDF
Younkin, B. (2010). 21st Century Community Learning Centers: Evaluation report. Broward County, FL: School Board of Broward County Office of Research and Evaluation. www.broward.k12.fl.us/research_evaluation/Evaluations/21stCCLCEvaluationReport032210.pdf
Younkin, B. (2011). 21st Century Community Learning Centers: Evaluation report. Broward County, FL: School Board of Broward County Office of Research and Evaluation. www.broward.k12.fl.us/research_evaluation/Evaluations/21stCCLCEvaluation200910.pdf
21st Century Community Learning Centers—Bryan, Texas
This program for elementary and middle school youth began in 2004 in Bryan, Texas, and provides afterschool and summer programming to disadvantaged youth, including tutorial and academic enrichment, parent literacy, computer technology, and enrichment activities.
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Witt, P. (2005). First year evaluation: Bryan ISD 21st Century Community Learning Centers Program. College Station, TX: Author.
21st Century Community Learning Centers—Children's Aid Society
This program provides health, mental health, after school, parent, Head Start, Early Head Start, weekend and summer programs in 21 New York City community schools. Programs offer academic enrichment and youth development activities. Each site is a 21st Century Community Learning Center and has a different specific focus.
(Academic/Enrichment, Complementary Learning, Positive Youth Development)
Krenichyn, K., Clark, H., Schaefer-McDaniel, N., & Benitez, L. (2006). 21st Century Community Learning Centers at six New York City middle schools: Year one report. New York: The Children’s Aid Society.
Krenichyn, K., Clark, H., & Schaefer-McDaniel, N. (2007). 21st Century Community Learning Centers at six New York City middle schools: Year two report. New York: The Children’s Aid Society.
21st Century Community Learning Centers—Chinatown/YMCA of Greater New York
This program includes an afterschool program, leadership clubs, and homework assistance for middle school students at risk of school failure, in addition to a family program designed to increase parent and family capacity for involvement.
(Academic/Enrichment, Family/Community Involvement)
Bennett, E. T. (2004). Family involvement and school performance in the Chinatown YMCA 21st Century Community Learning Center (Unpublished master's thesis). Fordham University, New York.
21st Century Community Learning Centers—Colorado
Begun in 2004, these programs offer students in Colorado: (a) academic enrichment, including tutorial services; and (b) a broad array of additional services, programs, and activities, such as youth development activities, drug and violence prevention programs, counseling programs, art, fitness and recreation, technology education, and character education. They also offer literacy and related educational development for families of youth participants.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Colorado Department of Education. (2006). Overview (characteristics and outcomes) of the Colorado 21st Century Community Learning Centers Program 2003–2004. Denver: Author.
Colorado Department of Education. (2009). External evaluation of the Colorado 21st Century Community Learning Centers Program, 2008–2009. Denver: Author. www.cde.state.co.us/21stCCLC/downloads/21stCCLC_Ext_Eval_Report_2008-09_final.pdf
21st Century Community Learning Centers—Delaware
These out-of-school time programs in Delaware offer students and their families opportunities for academic and cultural enrichment and assist students in meeting state academic standards in core subjects.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Jurich, S., Russell, W., & Frye, M. (2006). Delaware 21st Century Community Learning Centers: Evaluation report (SY 2003–04–SY 2005–06). Arlington, VA: RMC Research Corporation. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/3ad702a8-b9a3-11dd-84ce-1bf8a914463c/DE_2005-06.pdf
Jurich, S., & Frye, M. (2009). Evaluation report: Delaware 21st Century Community of Learning Centers. Arlington, VA: RMC Research Corporation.
21st Century Community Learning Centers—District of Columbia
This program ran from 1999 to 2002, and included afterschool, summer, and weekend programs for youth in Washington, D.C.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Raphael, J., Chaplin, D., & Redd, Z. (2000). Formative report on the District of Columbia 21st Century Community Learning Center summer program. Washington, DC: The Urban Institute. www.urban.org/url.cfm?ID=409651
Raphael, J., Chaplin, D., Miller, L., & Redd, Z. (2000). Formative report on the DC 21st Century Community Learning Center after-school program. Washington, DC: The Urban Institute. www.urban.org/url.cfm?ID=410440
Liu, M., Russell, V., Chaplin, D., Raphael, J., Fu, H., & Anthony, E. (2002). Using technology to improve academic achievement in out-of-school-time programs in Washington, D.C. Washington, DC: The Urban Institute. www.urban.org/url.cfm?ID=410578
21st Century Community Learning Centers—Evanston/Skokie School Direct 65
First funded in 2004, these afterschool programs in Evanston and Skokie, Illinois, include tutoring, homework help, and academic enrichment focusing on improving reading and math skills through activities involving science, social studies, and the arts.
(Academic/Enrichment, Tutoring/Extra Instruction)
Kappaz, C. (2006). Evanston/Skokie School Direct 65 21st Century Community Learning Centers: Evaluation of 2005/2006 academic year. Chicago: Millennia Consulting.
Kappaz, C. (2007). Evanston/Skokie School District 65 Lighthouse 21st Century Community Learning Centers: Evaluation of the 2006/2007 academic year. Chicago: Millennia Consulting.
Kappaz, C. (2008). Evanston/Skokie School District 65 Lighthouse 21st Century Community Learning Centers: Evaluation 2007/2008 academic year. Chicago: Millennia Consulting.
21st Century Community Learning Centers—Evansville-Vanderburgh School Corporation
Begun in 2001 in Evansville, Indiana, these programs provide enriched learning opportunities in a safe, healthy, and drug-free environment during before school, after school, and summer hours. The goals are to increase youth academic achievement through educational enhancement, community services, and family intervention; and to reduce drug use and violence.
(Academic/Enrichment, Multi-Component/Comprehensive)
Diehl, D. (2005). Evaluation of the Evansville-Vanderburgh School Corporation: 21st Century Community Learning Centers. Evansville, IN: Author.
21st Century Community Learning Centers—Florida
This program provides expanded academic enrichment and tutorial activities to help youth attending low-performing schools in Florida to meet local and state academic standards. Other services provided include youth development activities; drug and violence prevention programs; technology education programs; art, music, and recreational programs; counseling; and character education.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Zhang, J. J., Fleming, D. S., & Bartol, B. L. (2004). The sunshine state does great things for its children: Assessing the effectiveness of 21st Century Community Learning Centers (21st CCLC) program. Tallahassee, FL: Florida Department of Education. www.learningpt.org/gateway/sea/FL_2004GeneralReport.pdf
21st Century Community Learning Centers—Fort Worth, Texas
Begun in Fort Worth, Texas, in 2001, these centers work to foster a community of lifelong learners. The centers aim to (a) serve children and community members who have the greatest need for expanded learning opportunities; (b) offer a range of high quality educational, developmental, and recreational services; (c) provide participants with educational and social benefits and positive behavioral changes.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Arce-Agans, I., Ware, A., Stegall, T., Witt, P. A., & King, T. (2003). 21st Century Community Learning Centers year 2 (2002–2003) evaluation report. Fort Worth, TX: Fort Worth Independent School District.
21st Century Community Learning Centers—Georgia
These community learning centers in Georgia operate during out-of-school hours. They aim to (a) provide opportunities for academic enrichment and tutorial services; (b) offer students a broad array of additional services, programs, and activities to reinforce and complement the regular academic program; and (c) offer families opportunities for literacy and related educational development.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Gowen, S., Furlow, C., Skelton, S., & Krug, B., (2005). Evaluation of Georgia's 21st Century Community Learning Centers and the implementation of a data management system: Phase I formative evaluation report. Atlanta: Georgia State University.
Gowen, S., Furlow, C., Skelton, S., Krug, B., Lingle, J., & Van De Water, E. (2006). Evaluation of Georgia's 21st Century Community Learning Centers and the implementation of a data management system: Phase I report. Atlanta: Georgia State University. www.doe.k12.ga.us/ci_iap_learning.aspx
21st Century Community Learning Centers—Harris County, Texas
(Academic/Enrichment, Multi-Component/Comprehensive)
Montecel, M. R. (2003). 21st Century Community Learning Centers After-School Program 2002–03 final evaluation report: An evaluation of after-school programs implemented by Harris County Department of Education Cooperative for After-School Enrichment (CASE) Program. San Antonio, TX: Intercultural Development Research Association.
21st Century Community Learning Centers—Hawaii
First funded in 2002 in Hawaii, this program provides a broad array of out-of-school services to youth and community members in the state.
(Academic/Enrichment, Multi-Component/Comprehensive)
Kaulukukui, S. W. (2007). Performance results for 21st Century Community Learning Centers program year 2006–2007 (Revised). Honolulu, HI: Pacific Resources for Education and Learning. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/5f99e91b-dd5a-11dd-84ce-1bf8a914463c/HI_2006-07.pdf
21st Century Community Learning Centers—Idaho
This program in Idaho is designed to provide academic enrichment opportunities, art, music, recreation, sports, drug and violence prevention, and youth development activities to students during non-school hours. The program also offers opportunities for educational development to families of students served by community learning centers.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Idaho State Department of Education. (2011). 21st Century Community Learning Centers Program, 2009–2010 final report. Boise: Author. www.sde.idaho.gov/site/cclc/cclc_docs/2009-10%20ID%20Final%20Report.pdf
21st Century Community Learning Centers—Illinois
Begun in Illinois in 2003, this program provides opportunities for students and their families to continue to learn new skills and discover new abilities after the school day has ended.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Billman, P., & Smith, J. H. (2006). 21st Century Community Learning Centers Illinois Statewide formative evaluation: Program year 2005–2006. DeKalb: Northern Illinois University.
Billman, P., & Smith, J. H. (2007). 21st Century Community Learning Centers: Illinois statewide evaluation, program year 2006–2007. DeKalb: Northern Illinois University.
Billman, P., & Smith, J. H. (2008). 21st Century Community Learning Centers Illinois annual statewide evaluation: Program year 2007–2008. DeKalb: Northern Illinois University.
Billman, P., & Smith, J. H. (2009). 21st Century Community Learning Centers Illinois annual statewide evaluation: Program year 2008–2009. Final version. DeKalb: Northern Illinois University.
21st Century Community Learning Centers—Indiana
Located in Indiana, these afterschool programs provide a range of services to support student learning and development, including academic enrichment, tutoring and mentoring, and homework help, as well as music, arts, sports and cultural activities. They also offer literacy and other educational services to the families of participating children.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
King, M. H., Farmer, M., & Holstead, J. (2008). Evaluation of the Indiana 21st Century Community Learning Centers Initiative: 2007–2008 summative data analysis. Bloomington, IN: Center for Evaluation & Education Policy.
21st Century Community Learning Centers—Kentucky
Begun in 2003, these programs offer students in Kentucky academic enrichment, including tutorial services and a broad array of additional services, programs, and activities, such as youth development activities, drug and violence prevention programs, counseling programs, art, fitness and recreation, technology education, and character education. They also offer literacy and related educational development for families of youth participants.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
King, H. M., Kemp, A. M., Muller, P. A., Simmons, A. B., & Gorrell, L. L. (2005). Evaluation of Kentucky 21st Century Community Learning Centers year 2 interim report. Bloomington, IN: Center for Evaluation and Education Policy. http://education.ky.gov/NR/rdonlyres/086C8EE9-500C-4548-9FCB-8326DA233AAF/0/Year2EvaluationReport.pdf
21st Century Community Learning Centers—L.A. Cops
Begun in 1999–2000, this initiative was formed to address the need for meaningful afterschool programming serving at-risk high school youth in Los Angeles.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Butler, M., Marx, P. Jesse, G., & Villanueva, V. (2002). LA COPS 21st Century Community Learning Centers Program: Evaluation of after-school program implementation, 2001–2002. Pasadena, CA: Public Works.
Butler, M., Jesse, G., & Villanueva, V. (2003). LA COPS 21st Century Community Learning Centers Program: Evaluation of after-school program implementation, 2002–2003. Pasadena, CA: Public Works.
21st Century Community Learning Centers—Louisiana
Begun in 2003 in Louisiana, these centers provide opportunities for academic enrichment, including tutorial services, especially for students in low-performing schools who need help in meeting state and local student academic standards in core academic subjects such as math and reading.
(Academic/Enrichment, Tutoring/Extra Instruction)
Jenner, L. W. (2004). Academic outcomes in Louisiana’s 21st Century Community Learning Centers. Baton Rouge, LA: Policy & Research Group.
Jenner, E., & Jenner, L. W. (2007). Results from a first-year evaluation of academic impacts on an after-school program for at-risk students. Journal of Education for Students Placed At Risk, 12(2), 213–237.
21st Century Community Learning Centers—Louisville, Kentucky
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Munoz, M. A. (2002). Outcome-based community-schools partnerships: The impact of the after-school programs on non-academic and academic indicators. Louisville, KY: Jefferson County Public Schools.
21st Century Community Learning Centers—Massachusetts
Operating in Massachusetts, this program seeks to establish or expand community learning centers that operate during out-of-school hours and provide students with academic enrichment opportunities along with other activities designed to complement the students' regular academic program.
(Academic/Enrichment, Multi-Component/Comprehensive)
Massachusetts Department of Education. (2006). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers Massachusetts Grant Programs year end report—Fiscal year 2005. Malden, MA: Author.
Massachusetts Department of Education. (2007). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers year end report—Fiscal year 2006. Malden, MA: Author.
Massachusetts Department of Education. (2008). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers year end report—Fiscal year 2007. Malden, MA: Author.
Massachusetts Department of Education. (2009). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers year end report—Fiscal year 2008. Malden, MA: Author.
www.doe.mass.edu/21cclc/reports.html
Massachusetts Department of Elementary and Secondary Education. (2010). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers (CCLC) year end report—Fiscal year 2009. Malden, MA: Author. www.doe.mass.edu/21cclc/fy09report.pdf
21st Century Community Learning Centers—Michigan
These after school programs in Michigan offer homework help, tutoring, and academic enrichment activities to help students meet state academic standards in subjects such as reading and math. They also provide other enrichment activities focused on youth development, drug and violence prevention, technology, art, music, recreation, and character education.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Van Egeren, L. A., Bates, L., & Reed, C. S. (2003). 21st Century Community Learning Centers state evaluation report: Implementation of the state evaluation/baseline data. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/21stCentury_2003_baseline.pdf
Reed, C. S., Bates, L. V., Van Egeren, L. A., Baker, D., Dunbar, C., Smith, B., et al. (2004). 21st Century Community Learning Centers state evaluation: Implementation report, January–June, 2003. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/21stCentury_2003.pdfBates, L. V., Reed, C. S., Donahue, T. S., Prince, B., Smith, A., & Van Egeren. L. A. (2004). 21st Century Community Learning Centers state evaluation: Mid-year implementation report, July 2003–February, 2004. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/21stCCLC_2004_midyear_Final.pdf
Reed, C. S., Van Egeren, L. A., & Bates, L. V. (2008). 21st Century Community Learning Centers state evaluation annual report, 2005–2006. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/ARF_report_2005-06-FINAL.pdf
Reed, C.S., Van Egeren, L. A., & Bates, L. V. (2009). 21st Century Community Learning Centers state evaluation annual report, 2006–2007. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/08_ARF_Report_to_MDE_for_06-07.pdfReed, C. S., Van Egeren, L. A., & Bates, L. V. (2009). Michigan 21st Century Community Learning Centers state evaluation annual report, 2007–2008. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/09-09-08_Final.pdf
Reed, C.S., Van Egeren, L. A., & Bates, L. V. (2009). Michigan 21st Century Community Learning Centers state evaluation annual report, 2008-2009. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/08-09_Final_Annual_Report.pdf
21st Century Community Learning Centers—Milwaukee, Wisconsin
Begun in 1998, these centers use neighborhood schools and facilities to provide a wide variety of programs and services to local children, families, and residents in Milwaukee, Wisconsin. The centers aim to help children become high academic achievers, provide opportunities for adult lifelong learning, and help the community create safe and viable neighborhoods.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
The School/Community Integrated Services Network Evaluation Committee. (2001). A report to the Milwaukee community 21st Century Community Learning Centers. Milwaukee, WI: Author.
The School/Community Integrated Services Network Evaluation Committee. (2002). Milwaukee Public Schools 21st Century Community Learning Centers 2001–02: A report to the community. Milwaukee, WI: Author.
21st Century Community Learning Centers—National
Begun in 1997 and authorized under the federal Elementary and Secondary Education Act, this program provides expanded learning opportunities for participating elementary and middle school children in a safe, drug-free, and supervised environment. States receive funding, administered by the U.S. Department of Education, to allocate to local educational agencies.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
U.S. Department of Education, Office of the Under Secretary. (2003). When schools stay open late: The national evaluation of the 21st-Century Learning Centers program, first year findings. Washington, DC: Author. www.ed.gov/pubs/21cent/firstyear
Dynarski, M., James-Burdumy, S., Moore, M., Rosenberge, L., Deke, J., & Mansfield, W. (2004). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers Program: New findings. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, U.S. Government Printing Office. www.ed.gov/rschstat/eval/other/learningcenters/index.html
James-Burdumy, S., Dynarski, M., Moore, M., Deke, J., Mansfield, W., & Pistorino, C. (2005). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers Program: Final report. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, U.S. Government Printing Office. www.mathematica-mpr.com/publications/pdfs/21stfinal.pdf
James-Burdumy, S., Dyanarski, M., & Deke, J. (2008). After-school program effects on behavior: Results from the 21st Century Community Learning Centers Program national evaluation. Economic Inquiry, 46(1): 13–18. http://papers.ssrn.com/soI3/papers.cfm?abstract_id=1105979
Huang, D., Cho, J., Mostafavi, S., Nam, H., H., Oh, C., Harven, A., & Leon, S. (2009). What works? Common practices in high functioning afterschool programs across the nation in math, reading, science, arts, technology, and homework—A study by the National Partnership. The afterschool program assessment guide (CRESST Report 768). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). www.cse.ucla.edu/products/summary.asp?report=768
21st Century Community Learning Centers—Nebraska
The Nebraska Department of Education administers these grants for projects to offer students a broad array of services, programs, and activities during nonschool hours. The goals of this program are to (a) improve student learning performance in one or more core academic areas, (b) increase social benefits and positive behavioral changes, and (c) increase family and community engagement in supporting students’ education.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Nebraska Department of Education. (2005). Annual evaluation report: Nebraska 21st Century Community Learning Centers, July 2004–June 2005. Lincoln, NE: Author.
Nebraska Department of Education. (2006). Annual evaluation report: Nebraska 21st Century Community Learning Centers, July 2005 to June 2006. Lincoln, NE: Author.
Nebraska Department of Education. (2007). Annual evaluation report: Nebraska 21st Century Community Learning Centers, July 2006 to June 2007. Lincoln, NE: Author.
Nebraska Department of Education. (2008). Annual evaluation report, 2007–2008 school year: Nebraska 21st Century Community Learning Centers. Lincoln, NE: Author.
Nebraska Department of Education. (2009). Annual evaluation report, 2008–2009 school year: Nebraska 21st Century Community Learning Centers. Lincoln, NE: Author.
www.nde.state.ne.us/21stcclc/ProgramEvaluationMain.htm
21st Century Community Learning Centers—North Carolina
This program establishes programs in North Carolina during nonschool hours that provide youth with academic enrichment opportunities along with activities designed to complement students’ regular academic program.
(Academic/Enrichment, Multi-Component/Comprehensive)
North Carolina Department of Public Instruction. (2006). 21st Century Community Learning Centers 2004–05 APR and cross-year analysis of performance data. Raleigh, NC: Author.
North Carolina Department of Public Instruction. (2008). 21st Century Community Learning Centers 2006–07 APR and cross-year analysis of performance data. Raleigh, NC: Author.
North Carolina Department of Public Instruction. (2010). 21st Century Community Learning Centers 2008–09 APR and cross-year analysis of performance data. Raleigh, NC: Author.
21st Century Community Learning Centers—Northeast Kansas Education Service Center
Begun in 1999, these afterschool programs run in elementary schools in five rural Kansas school districts. Based on resiliency research and social development theory, the program's mission is to improve academic skills, build healthy human relationships, and widen student horizons.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Kraft, N. (2001). Critical characteristics of successful after-school programs: An evaluation of the 21st Century initiative. Paper presented at the annual meeting of American Educational Research Association, Seattle, WA. www.kcresearch.org/cgi-bin/showfile.exe?CISOROOT=/coll&CISOPTR=2326&filename=2327.pdf
21st Century Community Learning Centers—Ohio
This program provides expanded academic enrichment opportunities for children attending low-performing schools in Ohio. Tutoring and academic enrichment activities are designed to help students meet local and state academic standards in core subjects (i.e., reading and math).
(Academic/Enrichment, Tutoring/Extra Instruction)
Beers, M., Carr, K., & Moore, M. (2005). Final report: Ohio’s 21st Century Community Learning Centers (CCLC) statewide evaluation: Program year 2004-05. Columbus, OH: Strategic Research Group, Inc. www.learningpt.org/gateway/sea/OH_Evaluation.pdf
21st Century Community Learning Centers—Owensboro, Kentucky Public Schools
Begun in August 2000 and scheduled to run through June 2003, this year-round program consists of five Community Learning Centers that provide safe, supervised, and fun learning opportunities to children (kindergarten to 12th grade) in Owensboro, Kentucky.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Illback, R. J., & Birkby, B. W. (2001). Formative evaluation of the 21st Century Community Learning Centers, year 1. Louisville, KY: REACH of Louisville.
Birkby, B. W., & Illback, R. J. (2002). Evaluation of the 21st Century Community Learning Centers Program: Year 2. Louisville, KY: REACH of Louisville.
21st Century Community Learning Centers—Palm Beach County, Florida
This program offers activities to at-risk elementary students in Palm Beach County, Florida, designed to provide opportunities to improve reading and math skills, develop positive social skills, share recreational activities, and share art and cultural experiences.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Lacey, C. H., & LeBlanc, P. R. (2001). Advocacy for all: A 21st Century Community Learning Center for at-risk students. Paper presented at the 81st annual meeting of the Association for Teacher Educators, New Orleans, LA.
21st Century Community Learning Centers—Pathways to Progress
Funded in 2000–2003, these community learning centers in elementary and middle schools provided coordinated expanded-day and expanded-year community-learning activities for students, families, and community members in St. Paul, Minnesota. The goals were to increase student academic achievement, reduce drug use and violence among youth, and increase parental capacity to support their children’s education.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Wahlstrom, K., Sheldon, T., Anderson, R., & Zorka, H. (2001). Annual evaluation report: 21st Century Community Learning Centers Pathways to Progress Project, Saint Paul public schools. St. Paul: University of Minnesota, Center for Applied Research and Educational Improvement.
Wahlstrom, K., Sheldon, T., & Lewis, A. (2004). Final evaluation report: 21st Century Community Learning Centers Pathways to Progress, Saint Paul Public Schools. St. Paul: University of Minnesota, Center for Applied Research and Educational Improvement. http://cehd.umn.edu/CAREI/Reports/docs/PathwaysFinalEvalReport-2004.pdf
21st Century Community Learning Centers—Pittsburg, California, Unified School District
Initiated in Pittsburg, California, in 2002, this 21st CCLC program provides students with a variety of academic, recreation, and enrichment activities at five schools in the district, including three elementary schools, one junior high school, and one high school.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Center for Evaluation and Research. (2002). 2002 evaluation report: year 1. Redding, CA: Author.
21st Century Community Learning Centers—San Francisco, California
This program, initiated in 1998 in San Francisco, California, allows schools to stay open longer and provides a safe place for homework centers, intensive basic skills mentoring, drug and violence prevention counseling, academic enrichment activities, recreational activities, arts, technology, and services for disabled youth.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Trousdale, D. (2000). First-year evaluation of an after-school program for middle school youth. ERS Spectrum, 18, 3–11.
21st Century Community Learning Centers—South Carolina
This program in South Carolina provides academic, artistic, and cultural enrichment opportunities to students and their families when school is not in session.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
System Wide Solutions, Inc. (2007). The 2006–2007 evaluation of the South Carolina 21st Century Community Learning Center Program Volume I: Federal objectives and evaluation requirements. Columbia, SC: Author.
Appenzeller, G. W., Nelson, M., Meadows, S., & Powell, T. (2008). The 2006–2007 evaluation of the South Carolina 21st Century Community Learning Center Program Volume II: Identification of best practices. Columbia, SC: System Wide Solutions, Inc.
System Wide Solutions, Inc. (2009). The 2007–2008 evaluation of the South Carolina 21st Century Community Learning Center Program Volume I: Federal objectives and evaluation requirements. Columbia, SC: Author.
Appenzeller, G. W., Nelson, M., Meadows, S., & Powell, T. (2009). The 2007–2008 evaluation of the South Carolina 21st Century Community Learning Center Program Volume IV: An examination of differences In outcomes among South Carolina 21st CCLC service provision organizations. Columbia, SC: System Wide Solutions, Inc.
www.swsolutionsinc.com/education.html
System Wide Solutions, Inc. (2010). The 2008–2009 evaluation of the South Carolina 21st Century Community Learning Center Program. Columbia, SC: Author. http://www.swsolutionsinc.com/reports/edu/2008-200921stCCLCEvaluationReport-Final031510.pdf
21st Century Community Learning Centers—Springfield, Illinois
Funded in 2001, this program is a comprehensive afterschool/community learning center project in Springfield, Illinois. The vision is to improve the academic achievement and behaviors of at-risk youth living in inner-city communities by providing programs that address identified community needs in the areas of education, health, social services, recreation, and cultural enrichment.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
University of Illinois, Urbana-Champaign Center for Prevention Research and Development. (2003). Springfield 21st Century Community Learning Center: Report on the relationship between program attendance and academic performance. Champaign, IL: Author.
21st Century Community Learning Centers—St. Louis, Missouri
This program was implemented in 1998 in seven St. Louis, Missouri, public elementary and middle schools to effect major changes in student performance. Activities generally address academic tutoring, recreational activities, and social/behavioral issues.
(Academic/Enrichment, Multi-Component/Comprehensive)
Nance, E. E., Moore, D. H., & Lewis, C. F. (1999/2000). 21st Century Community Learning Centers: Do they affect student achievement? Community Education Journal, 27(1–2), 7–11. http://ncea.com/files/ncea/files/21stCCLCAffect_Student_Achievement.doc
21st Century Community Learning Centers—Texas
First funded in 2003, these programs throughout the state of Texas are designed to (a) provide opportunities for academic enrichment, (b) offer students a wide variety of additional services, programs, and activities, and (c) offer families opportunities for literacy and related educational development.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Texas Education Agency. (2004). 21st Century Community Learning Centers: Evaluation of projects funded for the 2003–04 school year. Austin, TX: Author.
Dodson, M., & McCann, E. (2006). The evaluation of Texas 21st Century Community Learning Center projects: Case study report. Austin, TX: Southwest Educational Development Laboratory Evaluation Services.
Dodson, M., & McCann, E. (2006). The evaluation of Texas 21st Century Community Learning Center projects: Common features of promising afterschool programs in Texas. Austin, TX: Southwest Educational Development Laboratory Evaluation Services.
Moellmer, A., Rapaport, A., Adachi, E. & Sievert, J. (2007). 21st Century Community Learning Centers: Evaluation of projects funded during the 2004–2005 school year. Austin: Texas Education Agency.
Farris, J., Nunnery, J. A., Ross, S. M., & Zoblotsky, T. A. (2008). Texas 21st Century Community Learning Centers: Annual report 2006–07. Naperville, IL: Learning Points Associates.
Burgette, J., Zoblotsky, T., Neergaard, L., Akerstrom, J., Gibbs, C., Naftzger, N., Vinson, M., & Nunnery, J. (2009). Texas 21st Century Community Learning Centers evaluation 2007–2008. Memphis, TN: Center for Research in Educational Policy. ritter.tea.state.tx.us/opge/progeval/OutOfSchoolLearning/21CCLS_Final_0809.pdf
21st Century Community Learning Centers—Virginia
This program in Virginia provides opportunities outside of the regular school day for academic enrichment to help students meet state and local performance standards in core academic subjects.
(Academic/Enrichment, Family/Community Involvement)
Faris, J., Hilgeman, M., Huang, Y., & Zoblotsky, T. (2008). Virginia Department of Education evaluation of 21st Century Community Learning Centers 2006–2007. Memphis, TN: Center for Research in Educational Policy.
Park, H., Layton, E., Zoblotsky, T., & Huang, Y. (2010). Evaluation of 21st Century Community Learning Centers 2008–2009. Memphis, TN: Center for Research in Educational Policy. www.doe.virginia.gov/federal_programs/esea/title4/part_b/evaluations/2007-2008.pdf
Zoblotsky, T., & Huang, Y. (2010). Virginia Department of Education Evaluation of 21st Century Community Learning Centers 2007–2008. Supplemental technical report analysis for Grades 3–8. Memphis, TN: Center for Research in Educational Policy. www.doe.virginia.gov/federal_programs/esea/title4/part_b/evaluations/2007-2008.pdf
Park, H., Zoblotzky, T., Layton, E., & Gallagher, B. (2011). Evaluation of 21st Century Community Learning Centers 2009–2010. Memphis, TN: Center for Research in Educational Policy. www.doe.virginia.gov/federal_programs/esea/title4/part_b/evaluations/2009-2010.pdf
21st Century Community Learning Centers—West Virginia
This program was begun in West Virginia to help establish local community learning centers that provide academic enrichment opportunities for children to (a) meet state and local student standards in core academic subjects, (b) offer students a broad array of enrichment activities that can complement their regular academic programs, and (c) offer literacy and other educational services to the families of participating children.
(Academic/Enrichment, Literacy, Tutoring/Extra Instruction)
White, L. (2008). 21st Century Community Learning Centers 2007 annual evaluation report. Charleston: West Virginia Department of Education. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/63e09e0b-dd5b-11dd-84ce-1bf8a914463c/WV_2007_21stCCLC.pdf
Layton, E., Zoblotsky, T., & Huang, Y. (2010). Virginia Department of Education Evaluation of 21st Century Community Learning Centers 2007–2008. Memphis, TN: Center for Research in Educational Policy. http://www.doe.virginia.gov/federal_programs/esea/title4/part_b/evaluations/2007-2008.pdf
Zoblotsky, T., & Huang, Y. (2010). Virginia Department of Education Evaluation of 21st Century Community Learning Centers 2007–2008. Supplemental technical report analysis for Grades 3–8. Memphis, TN: Center for Research in Educational Policy. http://www.doe.virginia.gov/federal_programs/esea/title4/part_b/evaluations/2007-2008.pdf
21st Century Community Learning Centers—Wisconsin
These programs in Wisconsin provide tutoring, direct instruction, or academic enrichment activities in reading and math during nonschool hours.
(Academic/Enrichment, Tutoring/Extra Instruction)
Wisconsin Department of Public Instruction. (2008). 21st Century Community Learning Centers executive summary 2006–2007. Madison, WI: Author.
Wisconsin Department of Public Instruction. (2009). 21st Century Community Learning Centers executive summary 2007–2008. Madison, WI: Author.
Wisconsin Department of Public Instruction. (2010). 21st Century Community Learning Centers executive summary 2008–2009. Madison, WI: Author.www.dpi.wi.gov/sspw/pdf/clcexecsumm.pdf
21st Century Community Learning Centers—Wyoming
This program in Wyoming supports community learning centers that provide academic enrichment opportunities during nonschool hours for children, particularly those who attend high-poverty and low-performing schools.
(Academic/Enrichment, Family/Community Involvement)
Drever, A. I., & Jenniges, R. (2008). 21st Century Community Learning Centers: Annual report 2008. Laramie: Wyoming Survey & Analysis Center, University of Wyoming.
27th Street School After School Intervention Program
(Academic/Enrichment, Positive Youth Development, Tutoring/Extra Instruction)
Hatch, M. P., Jr. (2000). An after school program for at-risk African-American boys. Unpublished doctoral dissertation, University of California, Los Angeles.
3:00 Project®
Begun in 1994, this program is a statewide afterschool initiative in Georgia for middle school students. The program has three key goals: provide safety for children when they are out of school, encourage the collaboration of community resources, and build skills and improve the academic success of participating students.
(Academic/Enrichment, Positive Youth Development, Service-Learning/Civic Engagement)
Carlisi, A. M. (1996). The 3:00 Project® program evaluation: Executive summary September 1995–May 1996. Decatur, GA: Georgia School Age Care Association.
Manior, S. H. (1997). Effects of a structured after school program on middle school students (Unpublished doctoral dissertation). South Carolina State University, Orangeburg.
Lipana, J. A. (1998). The 3:00 Project®: 1997/1998 program evaluation. Decatur, GA: Georgia School Age Care Association.
Bockrath, S. E. (1999). The 3:00 Project®: 1998/1999 program evaluation. Decatur, GA: Georgia School Age Care Association.
Georgia School Age Care Association. (2000). The 3:00 Project®: 1999/2000 program evaluation. Decatur, GA: Author.
4-H Summer Opportunities for Advancement, Remediation, and Socialization (SOARS)
This 4-H summer day camp program for K–5 students in an economically deprived rural mountain county in North Carolina includes enrichment activities, limited academic activities, supervised play, swimming, and life skills activities.
(Academic/Enrichment, Positive Youth Development, Sports/Recreation)
Garland, T. (1999). Lifeskills education: Perceived Effectiveness of a 4-H Out-of-School Program. Robbinsville, NC: North Carolina Cooperative Extension.
4-H/Missouri Department of Elementary and Secondary Education After School Computer Lab Project
Begun in 1998, this project assists Missouri schools and other community organizations to develop computer-based after school programs for elementary through junior high school youth. The primary purpose is to create a supervised and supportive environment that encourages youth to play computer games that have positive educational content.
(Academic/Enrichment, Digital Media and Learning, Science/Technology/Mathematics)
Benesh, C., & Pabst, B. (2003). Playing to learn: An evaluation of the participation of upper elementary and middle school students in Missouri recreational computer lab programs. Columbia: University of Missouri Columbia Outreach & Extension.
Henness, S., & Brown, S. J. (2004). Brightening horizons: The impact of after school programs on children's computer skills. Columbia, MO: University of Missouri Columbia Outreach & Extension.
mo4h.missouri.edu/programs/computer/
Academic Cultural Enrichment Mentorship Program
(Academic/Enrichment, Culture/Heritage, Mentoring)
Shinew, K. J., Hibbler, D. K., & Anderson, D. M. (2000). The Academic Cultural Enrichment Mentorship Program: An innovative approach to serving African American youth. Journal of Park and Recreation Administration, 18, 103–121. rptsweb.tamu.edu/faculty/witt/conpubs/Champaign.pdf
Academic Support Services Program
Created in 1998, this program provides funds to school districts in Massachusetts to develop or enhance academic support during out-of-school time for students in Grades 2 through 10 who have performed poorly on standardized assessment measures.
(Academic/Enrichment, Tutoring/Extra Instruction)
Schneider, J. R. (2000). Academic Support Services Programs in the Commonwealth: A report on implementation. Amherst: University of Massachusetts. Amherst, School of Education, the Center for Education Policy. www.careerworks.org/merrc/research/pdf/Acadss.PDF
Achievement Plus
Developed in 1997in St. Paul, Minnesota, this program integrates the school community, families, and the resources of public and private organizations to ensure academic achievement for all students. It has three core components: standards-based curriculum and instruction, extended learning opportunities for students, and learning supports for students and families.
(Academic/Enrichment, Complementary Learning)
Wilder Research. (2010). Achievement Plus: A partnership to transform underachieving schools. Saint Paul, MN: Author. www.wilder.org/download.0.html?report=2277
Active Winners
Begun in the summer of 1994, this after school and summer program was delivered during a 19-month period in rural South Carolina following the fifth-grade year through the seventh-grade year. The goal was to provide youth with regular exposure to enjoyable physical activities, increase physical activity self-efficacy, and increase physical activity and fitness. The program was divided into four activity areas: fitness activities, sports skills, academic skills, and social skills.
(Academic/Enrichment, Positive Youth Development, Sports/Recreation)
Felton, G., Parson, M. A., Pate, R. R., Ward, D., Saunders, R. P., Valois, R. F., et al. (1996). Predictors of alcohol use among rural adolescents. Journal of Rural Health, 12, 378–385.
Trost, S., Pate, R. R., Dowda, M., Saunders, R., Ward, D., & Felton, G. (1996). Gender differences in physical activity and determinants of physical activity in rural fifth grade children. Journal of School Health, 66, 145–150.
Trost, S. G., Pate, R. R., Saunder, R., Ward, D. S., Dowda, M., & Felton G. (1997). A prospective study of the determinants of physical activity in rural fifth-grade children. Preventive Medicine, 26, 257–263.
Pate, R. R., Trost, S. G., Felton, G. M., Ward, D. S., Dowda, M., & Saunders, R. (1997). Correlates of physical activity behavior in rural youth. Research Quarterly for Exercise and Sport, 68, 241–248.
Ward, D. S., Trost, S. G., Felton, G., Saunders, R., Parsons, M. A., Dowda, M., et al. (1997). Physical activity and physical fitness in African-American girls with and without obesity. Obesity Research, 5, 572–577.
Valois, R. F., Dowda, M., Trost, S., Weinrich, M., Felton, G., & Pate, R. R. (1998). Cigarette smoking experimentation among rural fifth grade students. American Journal of Health Behavior, 22, 101–107.
Felton, G. M., Pate, R. R., Parsons, M. A., Ward, D. S., Saunders, R. P, Trost, S., et al. (1998). Health risk behaviors of rural sixth graders. Research in Nursing & Health, 21, 475–485.
Felton, G., Parsons, M. A., Ward, D. S., Pate, R. R., Saunders, R. P., Dowda, M., et al. (1999). Tracking of avoidance of alcohol use and smoking behavior in a fifth grade cohort over three years. Public Health Nursing, 16, 32–40.
Pate R. R., Trost, S. G., Dowda, M., Ott, A. E., Ward, D. S., Saunders, R., et al. (1999). Tracking of physical activity physical inactivity, and health-related physical fitness in rural youth. Pediatric Exercise Science, 11, 364–376.
Pate, R. R., Saunders, R. P., Ward, D. S., Felton, G., Trost, S. G., & Dowda, M. (2003). Evaluation of a community-based intervention to promote physical activity in youth: Lessons from Active Winners. American Journal of Health Promotion, 17(3), 171–182.
Adventure Central
Begun in 2000, this youth education center provides youth aged 5–19 in Dayton, Ohio, with open computer lab time, dinner, homework assistance, and educational activities after school in a positive youth development setting.
(Academic/Enrichment, Positive Youth Development)
Ferrari, T. M., & Turner, C. L. (2004). An exploratory study of adolescents’ motivations for joining and continued participation in a 4-H afterschool program. Manuscript submitted for publication. Journal of Extension. www.ohio4h.org/tferrari/afterschool_resources.html
Paisley, J. E., & Ferrari, T. M. (2005). Extent of positive youth–adult relationships in a 4-H after-school program. Journal of Extension, 43(2). www.joe.org/joe/2005april/rb4.shtml or www.ohio4h.org/tferrari/afterschool_resources.html.
Ferrari, T. M., Lekies. K. S., & Arnett, N. (2009). Opportunities matter: Exploring youth’s perspectives on their long-term participation in an urban 4-H youth development program. Journal of Youth Development, 4(3). data.memberclicks.com/site/nae4a/JYD_090403final.pdf
After School Achievement Program
This program was founded in 1997 by the city of Houston, Texas. By providing a safe, supervised place for youth, the program aims to reduce delinquency, crime, and school dropout as well as provide academic enrichment and develop positive citizenship.
(Academic/Enrichment, Prevention, Service-Learning/Civic Engagement)
Smith, D. W., Zhang, J. J., Cheng, E. Y., & Lam, E. T. C. (1998). After School Achievement Program (ASAP). Houston, TX: University of Houston.
Smith, D. W., Zhang, J. J., Rodriquez, A., Haynes, M., & Brimer, J. (1999). Great cities do great things: Year 2 evaluation of the After School Achievement Program (ASAP). Houston, TX: University of Houston.
Smith, D. W., Zhang, J. J., Brimer, J., & Rodriquez, A. (2000). Terrific children: A city-wide program to support communities year 3 evaluation of the After School Achievement Program (ASAP). Houston, TX: University of Houston.
Smith, D. W., & Zhang, J. J. (2001). Shaping our children's future: Keeping a promise in Houston communities year 4 evaluation of the mayor's After School Achievement Program (ASAP). Houston, TX: University of Houston.
After School and Summer Enrichment Program for Native American and Gifted Students
(Academic/Enrichment, Positive Youth Development, Youth Leadership)
Raborn, J. D. (2000). The evaluation and review of an after school and summer enrichment program for gifted and Native American students. Unpublished doctoral dissertation, University of New Mexico, Albuquerque.
After School Education and Safety Program—California (previously known as After School Learning and Safe Neighborhoods Partnerships Program)
Begun in 1998, this program funds partnerships with school districts, cities, counties, and community organizations to provide after school programs for students kindergarten through ninth grade throughout California.
(Academic/Enrichment, Positive Youth Development)
Bissell, J., & Malloy, J. (2001). Evaluation of California's After School Learning and Safe Neighborhoods Partnerships Program: 1999–2000 preliminary report. Irvine, CA: Department of Education & University of California.
University of California at Irvine, Department of Education. (2002). Evaluation of California's After School Learning and Safe Neighborhoods Partnerships Program: 1999–2001 preliminary report. Irvine, CA: Author. www.cde.ca.gov/ls/ba/as
Huang, D., Silver, D., Cheung, M., Duong, N., Gualpa, A., Hodson, C., ...Vazquez, V. (2011). Independent statewide evaluation of after school programs: ASES and 21st CCLC; Year 2 annual report. (CRESST Report 789). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
After School Education and Safety Program—Los Angeles, California (previously known as After School Learning and Safe Neighborhoods Partnerships Program)
(Academic/Enrichment, Positive Youth Development)
Bissell, J., Ashurst, J., & Jones, P. (2001). Los Angeles Unified School District After School Learning and Safe Neighborhoods Partnership Program: An evaluation of four agencies and supplemental report. Irvine: Irvine Department of Education and Research Support Services, University of California.
After School Education and Safety Program—San Francisco, California (previously known as After School Learning and Safe Neighborhoods Partnerships Program)
(Academic/Enrichment, Positive Youth Development)
Trousdale, D. (2000). Final evaluation report: After School Learning and Safe Partnerships Program, 1999–2000. San Francisco, CA: San Francisco Unified School District Program Evaluation and Research Department.
After School Education and Safety Program—Santa Ana, California (previously known as After School Learning and Safe Neighborhoods Partnerships Program)
Beginning in September 1999, the Santa Ana Unified School District received renewable 3-year funding from the State of California to operate the program in four urban public middle schools. The program integrates academics with recreational enrichment to meet participating students' academic and social needs.
(Academic/Enrichment, Positive Youth Development)
Prenovost, J. K. E. (2001). A first year evaluation of after school learning programs in four urban middle schools in the Santa Ana Unified School District. Irvine, CA: Author.
After School for All Program—Louisiana
The goal of this initiative in Louisiana is to provide academic, enrichment, and recreational opportunities for students in elementary, middle, and high school outside of the regular school day and year, including before and after school and during the summer.
(Academic/Enrichment, Sports/Recreation)
Berkeley Policy Associates. (2004). Year 3 evaluation of TANF Initiatives programs: Louisiana Department of Education After School for All Program. Oakland, CA: Author. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/199f79af-dd40-11dd-84ce-1bf8a914463c/LA_2004ASFA_TANF_EVALUATION.pdf
After-School All-Stars
These free comprehensive after school programs serve children in need on school sites in 13 different cities from New York City to Hawaii. Programs incorporate academic support, enrichment opportunities, and health and fitness activities.
(Academic/Enrichment, Health, Sports/Recreation)
Gordon, E. W., Bowman, C. B., & Mejia, B. X. (2003). Changing the script for youth development: An evaluation of the All Stars Talent Show Network and the Joseph A. Forgione Development School for Youth. New York: Institute for Urban and Minority Education Teachers College, Columbia University.
Jones, C. J., & Polonsky, M. (2008). 2007 After-School All-Stars Program: Summative evaluation. Chicago: Chicago Public Schools, Office of Extended Learning Opportunities. research.cps.k12.il.us/resweb/DownLoaderAdv?dir=program_evaluation&file=asas_20071.pdf
After-School Express
(Academic/Enrichment, Sports/Recreation)
Treichel, C. J. (1998). The After-School Express: A program of the Youth Express 1994 through 1998. St. Paul, MN: Cooperative Ventures.
After-School Math PLUS (ASM+)
This program, which was piloted in New York, New York, and St. Louis, Missouri, in 2004, uses the field of informal education as a venue for underserved youth in grades 3–8 to develop positive attitudes, build conceptual knowledge, and sharpen skills in math.
(Academic/Enrichment, Family/Community Involvement, Science/Technology/Mathematics)
Academy for Educational Development (2005). After-School Math PLUS (ASM+): First year evaluation report. New York: Author.
After-School Outcome Measures Project—California
Begun in 2008, this project focuses on the development of student outcome measures for use in publicly funded after school programs in California.
(Academic/Enrichment, Positive Youth Development, Research Studies)
Vandell, D. (2009). After-School Outcome Measures Project: Phase I final report. University of California, Irvine. www.gse.uci.edu/childcare/pdf/FINAL_REPORT_Phase1.pdf
AfterSchool KidzLitTM
Begun in 2000, this national research-based academic enrichment program was designed to develop grade K–8 youth’s reading motivation, capacity to read, thinking skills, and prosocial development.
(Academic/Enrichment, Literacy)
Developmental Studies Center. (2003). AfterSchool KidzLit outcome study. Oakland, CA: Author.
Baker, E. L. (2002). Evaluation of KidzLit program in LA's BEST schools (Addendum to Year 1 report). Los Angeles, CA: University of California, Los Angeles Graduate School of Education & Information Studies, Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Testing.
All-Around-the-Neighborhood
This summer initiative in St. Paul, Minnesota, serves children ranging from age 4 to the early teens, and was designed and implemented as a strategy to strengthen informal learning for children and to build the neighborhood's capacity to support such learning.
(Academic/Enrichment, Family/Community Involvement, System-Building)
Kari, N. (with Skold, E., & Denissen, K.). (2004). Preliminary evaluation findings: All-Around-the-Neighborhood summer camps. Minneapolis: University of Minnesota, Humphrey Institute of Public Affairs, Center for Democracy and Citizenship.
Arkansas State University's Youth Opportunity Unlimited
(Academic/Enrichment)
Glascock, P. C. (1999). The effects of a problem-solving training on self-perception of problem-solving skills, locus of control, and academic competency for at-risk students. Unpublished doctoral dissertation, Arkansas State University, Jonesboro.
Arlington Public Schools Summer School
(Academic/Enrichment)
Swendiman, S. (2004). Evaluation report: Department of Instruction summer school program. Arlington, VA: Arlington Public Schools.
Aurora Colorado Coalition for Extended Service Schools After School Program
(Academic/Enrichment, Positive Youth Development)
Engelman, A., Lichtenstein, G., & Cutforth, N. (2003). Evaluation report: Aurora After School Programs 2002–2003. Denver, CO: The Community-Based Research Project, University of Denver.
Austin City Council After School Programs
(Academic/Enrichment, Sports/Recreation)
Baker, D. W., & Witt, P. A. (1996). Evaluation of the impact of two after-school recreation programs. Journal of Park and Recreation Administration, 14(3), 23–44. rptsweb.tamu.edu/faculty/witt/wittpub3.htm
Austin Eastside Story After-School Program
Begun in 1996, this program provides a safe and academically enriching environment for children (pre-K to seventh grade) attending school in East and Northeast Austin, Texas.
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Witt, P. A., & Bradberry, E. K. (2000). Evaluation of the Eastside Story After-School Program. Austin, TX: Office of the Texas Comptroller of Public Accounts. rptsweb.tamu.edu/Faculty/Witt/conpubs/Eastside.PDF
Baltimore City Public School System Summer School
Initiated in 2001, this program was designed to provide an opportunity for students in Grades 1–12 in Baltimore, Maryland, who did not meet grade promotion standards during the regular school year to meet these standards during a summer session. Some students also received enrichment opportunities.
(Academic/Enrichment, Tutoring/Extra Instruction)
Division of Research, Evaluation, Assessment, and Accountability. (2002). An evaluation of Summer School 2002: Phase I. Baltimore, MD: Baltimore City Public School System. www.baltimorecityschools.org/Student_Performance
/PDF/PE_SS2002_PhaseI_Report.pdf
Division of Research, Evaluation, Assessment, and Accountability. (2002). An evaluation of Summer School 2001: Phase II. Baltimore, MD: Baltimore City Public School System. www.baltimorecityschools.org/Student_Performance/
PDF/PE_SS2001_PhaseII_Report.pdf
Division of Research, Evaluation, Assessment, and Accountability. (2002). An evaluation of Summer School 2001: Phase III. Baltimore, MD: Baltimore City Public School System. www.baltimorecityschools.org/Student_Performance/PDF/
PE_Summer2001_PhaseIII_Comprehensive_Report_August2002.pdf
Division of Research, Evaluation, Assessment, and Accountability. (2003). An evaluation of Summer School 2003: Phase I. Baltimore, MD: Baltimore City Public School System. www.bcps.k12.md.us/Student_Performance/pdf/comprehensive_report_summer_school2003.pdf
Baltimore's After School Strategy—A-Teams
This initiative, which began in 2000, is an effort to work with and through selected Baltimore, Maryland, after school programs to increase the availability and quality of arts, academic, and athletics activities for the city's underserved middle school youth.
(Academic/Enrichment, Arts, Sports/Recreation)
Pechman, E. M., & Suh, H. J. (2001). A-Teams: Arts, academics, and athletic opportunities beyond the school hours—Interim evaluation report. Washington, DC: Policy Studies Associates.
Pechman, E. M., & Suh, H. J. (2002). A-Teams: Arts, academics, and athletic opportunities beyond the school hours—2001 evaluation report. Washington, DC: Policy Studies Associates.
Pechman, E. M., & Suh, H. J. (2003). A-Teams: Arts, academics, and athletic opportunities beyond the school hours—Two-year highlights for 2001–2002. Washington, DC: Policy Studies Associates.
Battle Mountain After-School Program
This after school program for K–5 students in rural Battle Mountain, Nevada, provides youth with nutritious snacks, homework and tutoring help, life-skills education, and recreational activities.
(Academic/Enrichment, Positive Youth Development)
Neufeld, J., Smith, M. G., Estes, H., & Hill, G. C. (1995). Rural after-school child care: A demonstration project in a remote mining community. Rural Special Education Quarterly, 14(3), 12–16.
BELL Accelerated Learning Summer Program
Founded in 1992 in Boston, New York City, and Washington, DC, this comprehensive academic camp for kindergarteners through sixth graders includes intensive academic instruction; hands-on educational, cultural, artistic and recreational activities; guest speakers; community service projects; and field trips. Its goals are to help youth improve their academic performance, self-concept, and social skills.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
BELL. (2001). BELL Accelerated Learning Summer Program 2001 evaluation report. Dorchester, MA: Author.
BELL. (2002). BELL Accelerated Learning Summer Program 2002 national evaluation report. Dorchester, MA: Author.
BELL. (2003). BELL Accelerated Learning Summer Program: 2003 program outcomes. Dorchester, MA: Author.
Chaplin, D., & Capizzano, J. (2006). Impacts of a summer learning program: A random assignment study of Building Educated Leaders for Life (BELL). Washington, DC: The Urban Institute. www.urban.org/publications/411350.html
Capizzano, J., Bischoff, K., Woodroffe, N., & Chaplin, D. (2007). Ingredients of a successful summer learning program: A case study of the Building Educated Leaders for Life (BELL) Accelerated Learning Summer Program. Washington, DC: The Urban Institute. www.urban.org/publications/411493.html
BELL. (2008). BELL Summer Program: 2008 national program outcomes. Dorchester, MA: Author.
Boys & Girls Clubs of the Peninsula
This afterschool program in San Mateo County, California, seeks to support youth through academic enrichment and support, engaging electives, exposure to new opportunities, and chances to make meaningful choices about their own lives.
(Academic/Enrichment, Mentoring, Positive Youth Development)
Boys & Girls Clubs of the Peninsula. (2011). Center for a New Generation year-end scorecard academic year 2009/10. Menlo Park, CA: Author.
London, R., Gurantz, O., & Norman, J. (2011). The effect of afterschool program participation on English language acquisition. Afterschool Matters, 13, 22–37. www.niost.org/pdf/afterschoolmatters/ASM_Spring2011.pdf
Brooklyn Center After-School Enrichment Collaborative
Initiated in 2002 in Brooklyn Center, Minnesota, this collaborative develops and enhances coordinated and accessible programs to at-risk child and youth populations in the areas of education, recreation, social and service learning.
(Academic/Enrichment)
Mbilinyi, L., & Hosley, C. (2002). Brooklyn Center Department of Recreation semi-annual parent and youth survey results. Saint Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&tx_ttnews[pointer=15
&tx_ttnews[tt_news]=903&tx_ttnews[backPid]=111&cHash=e964c1b371
Building Academic and Social Skills (B.A.S.S.) Project
(Academic/Enrichment, Positive Youth Development)
Miller, D. T., & Bales, D. W. (2001). Using research literature to guide programming decisions: The case of the Eldora Building Academic and Social Skills Program. Journal of Family and Consumer Sciences, 93(5), 50–53.
Miller, D. T. (2003). Building Academic and Social Skills (B.A.S.S.): A positive youth development project for the Eldora area of Bulloch County Georgia – 1997–2002. Statesboro, GA: Bulloch County Extension Family & Consumer Sciences.
California 21st Century High School After School Safety and Enrichment for Teens (ASSETs) Program
Initiated in 2003, this program provides incentives for establishing out-of-school time enrichment programs in California that partner schools and communities to provide academic support; safe, constructive alternatives for high school students; and assistance in passing the state high school exit exam. Each program must consist of three elements: academic assistance, educational enrichment, and family literacy services.
(Academic/Enrichment, Family/Community Involvement, Tutoring/Extra Instruction)
Hipps, J., Diaz, M., & Wingren, G. (2006). California 21st Century High School After School Safety and Enrichment for Teens (ASSETs) Program independent evaluation: Interim report. San Francisco: WestEd. www.wested.org/online_pubs/assets_interim_report.pdf
Hipps, J., & Diaz, M. (2007). ASSETs final evaluation report: California 21st Century High School After School Safety and Enrichment for Teens (ASSETs) Program. San Francisco: WestEd. www.wested.org/cs/we/view/rs/840
Capital Kids
Initiated in 2000 in Columbus, Ohio, the mission of this local after school initiative is to (a) provide a safe, caring, and enriching environment for children during nonschool hours; (b) provide places where children can increase their academic, interpersonal, and social skills; (c) involve families in planning and participating in activities; and (d) foster positive connections between family, school, and community.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Anderson-Butcher, D. (2001). An evaluation report for the Cap City Kids program: Phase one. Columbus: Center for Learning Excellence, Ohio State University.
Anderson-Butcher, D. (2002). An evaluation report for the Cap City Kids program: Phase two. Columbus: Center for Learning Excellence, Ohio State University.
Anderson-Butcher, D. D., Midle, T., Fallara, L., Hansford, C., Uchida, K., Grotevant, S., et al. (2003). Youth development programs in central Ohio: An evaluation report for the City of Columbus and United Way of Central Ohio. Columbus: Center for Learning Excellence, Ohio State University.
Career Beginnings
Begun in 1986 at a number of sites across the country, this program offers high school students from low-income families summer employment, workshops, classes, counseling, and mentoring in the hopes of helping them enter college and expand their educational choices.
(Academic/Enrichment, Mentoring, Vocational Education)
Cave, G., & Quint, J. (1990). Career Beginnings impact evaluation: Findings from a program for disadvantaged high school students. New York: Manpower Demonstration Research Corporation. www.mdrc.org/publications/229/full.pdf
CASASTART (Center on Addiction and Substance Abuse Striving Together to Achieve Rewarding Tomorrows)
Funded from 1992 through 1996, this drug and delinquency prevention program served high-risk adolescents aged 11–13 who lived in distressed neighborhoods in five cities: Austin, Texas; Bridgeport, Connecticut; Memphis, Tennessee; Savannah, Georgia; and Seattle, Washington.
(Academic/Enrichment, Mentoring, Positive Youth Development)
Harrell, A. V., Cavanaugh, S. E, Harmon, M. A., Koper, C. S., & Sridharan, S. (1997). Impact of the Children at Risk program. Comprehensive final report. Volume 1. Washington, DC: Urban Institute.
Harrell, A. V., Cavanaugh, S. E., & Sridharan, S. (1998). Impact of the Children at Risk program. Comprehensive final report II. Washington, DC: Urban Institute.
Harrell, A., Cavanaugh, S., & Sridharan, S. (1999). Evaluation of the Children at Risk program: Results 1 year after the end of the program. Research in brief. Washington, DC: U.S. Department of Justice, Office of Justice Programs, National Institute of Justice. www.ncjrs.gov/pdffiles1/nij/178914.pdf
National Center for School Engagement. (2005). Evaluation report of CASA START Colorado programs. Denver, CO: Author.
Centrum Church Educational After School Program/Educational Enhancement Center
(Academic/Enrichment, Faith-Based)
Carlos, S. H. (2002). A comparative case study of an African American church-based educational after-school program partnership and an independent educational after-school program. Unpublished doctoral dissertation, University of Connecticut, Storrs.
Challenging Horizons Program
This program provides tutoring and enrichment activities, usually offered after school or in the summer. Activities are designed to help students with learning or behavior problems improve their academics, citizenship, and personal health.
(Academic/Enrichment, Health, Positive Youth Development)
Evans, S. W., Axelrod, J., & Langberg, J. M. (2004). Efficacy of a school-based treatment program for middle school youth with ADHD: Pilot data. Behavior Modification, 28, 528–547.
Langberg, J. M., Smith, B. H., Bogle, K., Schmidt, J., Cole, W., & Pender, C. (2006). After-school programming to improve the behavioral and academic functioning of middle school students: A randomized efficacy trial. Journal of Applied School Psychology, 23, 31–58.
Cole, C.P. (2008). Academic interventions designed to improve mathematic performance among middle school students: Specific and generalization effects in a randomized trial (Unpublished doctoral dissertation). University of South Carolina, Columbia, SC.
Langberg, J., Epstein, J., Urbanowitz, C., Simon, J., & Graham, A. (2008). Efficacy of an organization skills intervention to improve the academic functioning of students With attention-deficit/hyperactivity disorder. School Psychology Quarterly, 23, 407–417.
CHAMPS
Implemented in 2002, this after school enrichment program is designed to add an academic enrichment component to the school district of Palm Beach County, Florida’s existing School Age Child Care (SACC) program. The objectives are to increase (a) SACC program staff skills in facilitating academic enrichment curriculum and (b) students’ academic achievement.
(Academic/Enrichment)
Knutson, K. A. (2004). CHAMP SACC program evaluation report. Coral Springs, FL: Author.
Knutson, K. A. (2003). Evaluation of the CHAMP after-school program: FY2003. Coral Springs, FL: Author.
Knutson, K. A. (2004). CHAMPS after-school program outcome evaluation year two: FY2004. Coral Springs, FL: Author.
Knutson, K. A. (2005). CHAMPS after-school program outcome evaluation year three: FY2005. Coral Springs, FL: Author.
Knutson, K. A. (2006). CHAMPS After-School Program meta-analysis of outcome evaluations. Coral Springs, FL: Author.
Characteristics of Effective Summer Learning Programs
In 2005, researchers examined various summer program models and the evidence of their effectiveness.
(Academic/Enrichment, Positive Youth Development, Research Studies)
Bell, S. R., & Carrillo, N. (2007). Characteristics of effective summer learning programs in practice. New Directions for Youth Development, 114: 45–63. www.summerlearning.org/resource/resmgr/publications/2007.characteristicseffectiv.pdf
Chess for Success
Begun in 1994, this afterschool program at Portland Public Schools in Oregon provides chess instruction to youth who want to learn how to play chess. The primary goal is to use the game of chess to train and enable youth to be patient and analytical in all problem-solving situations so that their academic achievement, as well as self-esteem, will improve.
(Academic/Enrichment, Positive Youth Development)
Northwest Regional Educational Laboratory. (2006). Chess for Success evaluation: Final report. Portland, OR: Author. http://media.oregonlive.com/beaverton_news/other/Chess%20for%20Success%20Final%20Evaluation%20Report%2010-31-06%20(2).pdf
Child First Authority After-School Program
(Academic/Enrichment, Culture/Heritage, Family/Community Involvement)
Fashola, O. S. (1999). The Child First Authority After-School Program: A descriptive evaluation. Washington, DC: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University and Howard University. www.csos.jhu.edu/CRESPAR/techReports/Report38.pdf
Children Defense Fund Freedom Schools® Initiative
Created in 1993, this national program provides summer and after school enrichment to help children in grades k–8 fall in love with reading, increase their self-esteem, and generate more positive attitudes toward learning.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Philliber Research Associates. (2008). Evaluation of the Kansas City CDF Freedom Schools Science Initiative. Accord, NY: Author. sites.kauffman.org/pdf/2008_CDF_FS_Evaluation_Report.pdf
Portwood, S. G., Parara-Rogers, C., & Taylor, B. (2009). Seigle Avenue Partners Children’s Defense Fund Freedom Schools® pilot outcomes evaluation. The University of North Carolina at Charlotte Institute for Social Capital, Inc.
CincyAfterSchool
This program aims to engage youth, parents, and the community in Cincinnati, Ohio to improve academic achievement and build healthy futures through afterschool and summer programming. It consists of nine components: tutoring and mentoring, telecommunication and technology, career exploration, service learning, fine arts, leadership development, health and wellness, nonschool-day programs, and family sessions.
(Academic/Enrichment, Multi-Component/Comprehensive)
Cincinnati Children’s Hospital Medical Center, Division of Psychology. (2007). Developmental assets: An evaluation of student needs and strengths: 2006–2007. Cincinnati, OH: Author.
Citizen Schools
Begun in 1995, this program operates a national network of apprenticeship programs for middle school students that connects adult volunteers to youth in hands-on afterschool learning projects. The program aims to help youth develop academic and leadership skills needed to succeed in school, get into college, and become leaders in their careers and their communities.
(Academic/Enrichment, Family/Community Involvement, Youth Leadership)
Fabiano, L., Espino, J., & Reisner, E. R. with Pearson, L. M. (2003). Citizen Schools: Using community resources to promote youth development . Phase I report of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates. www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2003.pdf
Espino, J., Fabiano, L., & Pearson, L. M. (with Kirkwood, K. P., Afolabi, K., & Pasatta, K.). (2004). Citizen Schools: Evidence from two student cohorts on the use of community resources to promote youth development. Phase II report of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates.
Fabiano, L., Pearson, L. M., Williams, I. J. (2005). Putting students on a pathway to academic and social success: Phase III findings of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates. www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2005.pdf
Fabiano, L., Pearson, L. M., Reisner, E. R., & Williams, I. J. (2006). Preparing students in the middle grades to succeed in high school: Findings from Phase IV of the Citizen Schools Evaluation. Washington, DC: Policy Studies Associates. www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2006.pdf
Pearson, L. M., Vile, J. D., & Reisner, E. R. (2008). Establishing a foundation for progress toward high school graduation: Findings from Phase V of the Citizen Schools Evaluation. Washington, DC: Policy Studies Associates. www.aypf.org/documents/ExecutiveSummaryofCitizenSchools2008Evaluation.pdf
Vile, J. D., Arcaira, E., & Reisner, E. R. (2009). Progress toward high school graduation: Citizen Schools’ youth outcomes in Boston. Washington, DC: Policy Studies Associates. www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2009.pdf
Arcaira, E., Vile, J. D., & Reisner, E. R. (2010). Achieving high school graduation: Citizen Schools’ youth outcomes in Boston. Washington, DC: Policy Studies Associates.
College Now
This program supports 17 campus-based college transition programs for high school students in New York, New York. The goals are to help students meet high school graduation requirements and prepare for success in college. Course offerings range from art to physics and are offered in the fall, spring, and summer, before or after school hours.
(Academic/Enrichment)
Schnee, E. (2005). A comparison of College Now and undergraduate introductory course sections. New York: The City University of New York Collaborative Programs Research & Evaluation.
Michalowski, S. (2007). Positive effects associated with College Now participation. The City University of New York: Collaborative Programs Research & Evaluation. web.cuny.edu/academics/CUNYPublicSchoolPrograms/databook/library/cnparticipationpositive917.pdf
Michalowski, S. & Newman, A. (2008). Understanding the low male participation rate in College Now. New York: The City University of New York Collaborative Programs Research & Evaluation.
Cochran, S., & Burns, A. (2008). College Now courses in a high school setting. New York: The City University of New York Collaborative Programs Research & Evaluation.
www.cuny.edu/academics/k-to-12/databook/library.html
College Station After-School Program and Time Use Study
This study, conducted 1997–1998, explores patterns of children's after school time use in College Station, Texas, to help determine any additional needed services in that city.
(Academic/Enrichment, Research Studies, Sports/Recreation)
Bundrick, D., & Witt, P. A. (1998). College Station after-school program and time use study. College Station: Texas A&M University. www.rpts.tamu.edu/Faculty/Witt/wittpub9.htm
Comic Book Project
Initiated in 2002 in 33 New York City after school programs, this pilot project uses the creative development of comic books as an alternative pathway to learning literacy skills for children in grades four through eight.
(Academic/Enrichment, Arts, Literacy)
Bitz, M. D. (2003). The Comic Book Project: Pilot assessment report. New York: Center for Educational Pathways.
Bitz, M. D. (2004). The Comic Book Project: Forging alternative pathways to literacy. Journal of Adolescent & Adult Literacy, 47, 574–588.
Communities Organizing Resources to Advance Learning (CORAL) Initiative
Begun in 2001, this initiative in California works to link communities, institutions, and residents around the common goal of improving youth academic achievement through the provision of structured literacy programming and enriching out-of-school time opportunities.
(Academic/Enrichment, Literacy, System-Building)
Arbreton, A. J. A., Goldsmith, J., & Sheldon, J. (2005). Launching literacy in after-school programs: Early lessons from the CORAL Initiative. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/192_publication.pdf
Walker, G. (2007). Midcourse corrections to a major initiative. A report on the James Irvine Foundation’s CORAL Experience. Philadelpia: Public/Private Ventures. www.irvine.org/assets/pdf/pubs/evaluation/Midcourse_Corrections.pdf
Arbreton, A. , Sheldon, J., Bradshaw, M., & Goldsmith J. (with Jucovy, L., & Pepper, S.). (2008). Advancing achievement findings from an independent evaluation of a major after-school initiative. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/225_publication.pdf
Sheldon, J., Arbreton, A., Hopkins, L., & Grossman, J. B. (2010). Investing in success: Key strategies for building quality in after-school programs. American Journal of Community Psychology, 45 (3&4): 394–404.
Communities Organizing Resources to Advance Learning Initiative—Long Beach Youth Institute
This program was conceived as a way to engage high school students in Long Beach, California, giving them academic enrichment, work experience, and community involvement. The concept was created to serve as a “ladder of opportunity” where older youth learn skills and then pass on that knowledge to younger program participants.
(Academic/Enrichment, Multi-Component/Comprehensive)
O'Donnell, J. (2003). Outcome evaluation of the 2003 Long Beach Communities Organizing Resources to Advance Learning (CORAL) Youth Institute Intensive Summer Program. Long Beach: California State University, Long Beach Department of Social Work, Child Welfare Training Centre.
Regan, J. R. (2004). Focus group report of the Long Beach Communities Organizing Resources to Advance Learning (CORAL) Youth Institute. Long Beach: California State University, Long Beach, Department of Social Work.
Kirkner, S. L. (2004). CORAL Youth Institute report: September 2003–January 2004. Long Beach: California State University, Long Beach, Department of Social Work, Child Welfare Training Centre.
Cooperative Extension Service Youth-at-Risk School-Age Child Care Initiative
Begun in 1988, the initiative started and provided assistance to numerous school-age child care programs across the nation. The programs aimed to reduce problem behaviors among the youth they serve, as well as foster positive development.
(Academic/Enrichment, System-Building)
Steinberg, J., Riley, D., & Todd, C. (1993). Preventing problem behaviors and raising academic performance in the nation's youth: The impacts of 71 school age child care programs supported by the CES Youth-at-Risk initiative. Madison, WI and Champaign, IL: the University of Wisconsin Center for Action on the Family and the University of Illinois at Urbana-Champaign. www.nncc.org/SACC/sac35_nat.stud.sac2.html
Riley, D., Steinberg, J., Todd, C., Junge, S., & McClain, I. (1994). Preventing problem behaviors and raising academic performance in the nation's youth: The impacts of 64 school-age child care programs in 15 states supported by the Cooperative Extension Service Youth-at-Risk Initiative. Madison: University of Wisconsin. www.nncc.org/SACC/wi.sacc.html
Darlington Summer Academic Program
(Academic/Enrichment, Science/Technology/Mathematics)
Buck, D. S. (1994). The effects of a summer enrichment program on mathematically bright students. Unpublished doctoral dissertation, South Carolina State University, Orangeburg.
DC Children and Youth Investment Trust Corporation Summer Programs
(Academic/Enrichment, Positive Youth Development)
Academy for Educational Development. (2002). DC Children and Youth Investment Trust Corporation's 2002 summer youth initiative evaluation report. Washington, DC: DC Children and Youth Investment Trust Corporation.
De Colores Community Learning Center
(Academic/Enrichment, Family/Community Involvement)
Ordoñez-Jasis, R., & Jasis, P. (2004). Rising with De Colores: Tapping into the resources of la Comunidad to assist under-performing Chicano-Latino students. Journal of Latinos and Education, 3, 53–64.
Delta Area Summer Science, Mathematics, and Technology Academy
(Academic/Enrichment, Science/Technology/Mathematics)
Moore, J. M. (2001). The effects of inquiry-based summer enrichment activities on rising eighth-graders' knowledge of science processes, attitude toward science, and perception of scientists. Unpublished doctoral dissertation, University of Mississippi, Oxford.
Downtown L.A. School-Based After School Program
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Rivera, E. (2001). Effects of a school-based after-school program on academic performance, school behavior, and attendance among low-income minority students. Unpublished doctoral dissertation, University of California, Santa Cruz.
Durham North Carolina After-School Programs
These programs provide before- and afterschool care at all elementary sites in Durham Public Schools. All school-age care sites meet the certification standards of the North Carolina Department of Public Instruction and operate under the accreditation guidelines established by the National AfterSchool Association.
(Academic/Enrichment, Digital Media and Learning)
Johnson, J. L., & Hall, M. (2007). Effectiveness of after-school programs. Durham, NC: Durham Public Schools.
East Harris County Youth Program
Begun in 1997, the goal of this Houston, Texas-based after school program is to develop at-risk youth in grades 1 t o 5 academically, physically, and socially, enabling them to become productive citizens in their communities.
(Academic/Enrichment, Positive Youth Development, Tutoring/Extra Instruction)
Witt, P. A., & Lee, J. H. (2001). Evaluation of the East County Youth Program. College Station: Department of Park and Tourism Sciences, Texas A&M University.
Witt, P. (2005). 2005 evaluation summary: East Harris County Youth Program. College Station, TX: Author. rptsweb.tamu.edu/Faculty/Witt/Houston%20
Final%20Report%202005%20Short%20Form.pdf
Enhanced Academic Instruction in After-School Programs
This study examines two interventions that provide 45 minutes of formal academic instruction during afterschool programs to students who need help meeting local academic standards. The enhanced instruction was implemented in 2005 in 50 afterschool centers in 13 states.
(Academic/Enrichment, Research Studies)
Black, A. R., Doolittle, F., Zhu, P., Unterman, R., & Grossman, J. B. (2008). The evaluation of Enhanced Academic Instruction in After-School Programs: Findings after the first year of implementation. Washington, DC: U.S. Department of Education. ies.ed.gov/ncee/pdf/20084021.pdf
Black, A. R., Somers, M., Doolittle, F., Unterman, R. & Grossman, J. B. (2009). The evaluation of Enhanced Academic Instruction in After-School Programs: Final report. Washington, DC: U.S. Department of Education. ies.ed.gov/ncee/pubs/20094077/pdf/20094077.pdf
Extended Learning Time Programs—South Carolina
These programs in South Carolina include extended-day and extended-year programming operating during out-of-school time.
(Academic/Enrichment, Tutoring/Extra Instruction)
Learning Point Associates & Berkeley Policy Associates. (2006). South Carolina Extended Learning Time Study: Final report. Chicago: Learning Points Associates. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/242f8d14-c495-11dd-84ce-1bf8a914463c/SC_2006_ExtendedLearningTimeReport.pdf
Extra Time Programs—Delaware
These programs across the state of Delaware take place after school, during the summer, and less often during the school day, to help students with reading, writing, and math.
(Academic/Enrichment, Tutoring/Extra Instruction)
Delaware Department of Education. (2007). A report of extra time program in Delaware schools. Dover, Delaware: Author. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/f3164e3c-c491-11dd-84ce-1bf8a914463c/DE_2006-07ExtraTimeEvaluation.pdf
Fifth Dimension/University-Community Links
Begun in 1986, this after school programming approach is used by Boys and Girls Clubs, YMCAs and YWCAs, recreation centers, and public schools in several countries, including the U.S., with a special focus in California. It provides a way to increase the educational programming of such institutions without substantially increasing the costs of operation.
(Academic/Enrichment, Literacy, Science/Technology/Mathematics)
Blanton, W. E., Moorman, G. B., & Zimmerman, S. J. (n.d.). Ways of knowing, ways of doing, ways of transporting: Mastering social practices in the Fifth Dimension. Boone, NC: College of Education Appalachian State University, Laboratory of Learning and Technology.
DeKes-Woodruff, M., & Waldorf, J. (1995). Educational telecommunication usage in an after school environment: Using recreational practices toward educational goals. Electronic Journal of Communication, 5(4).
Blanton, W. E., Moorman, G. B., Hayes, B. A., & Warner, M. L. (1997). Effects of participation in the Fifth Dimension on far transfer. Journal of Educational Computing Research, 16, 371–396.
Schustack, M. W., Strauss, R., & Worden, P. E. (1997). Learning about technology in a non-instructional environment. Journal of Educational Computing Research, 16, 337–352.
Mayer, R. E., Quilici, J., Moreno, R., Durán, R., Woodbridge, S., Simon, R., et al. (1997). Cognitive consequences of participation in a Fifth Dimension after-school computer club. Journal of Educational Computing Research, 16, 353–369.
Mayer, R. E., Quilici, J. H., & Moreno, R. (1999). What is learned in an after-school computer club? Journal of Educational Computing Research, 20, 223–235.
Sturak, T. L. (2000). Evaluation of Expedition: Computers and archaeology after school. Berkeley: University of California at Berkeley, Interactive University Project.
Klein, A., & Starkey, P. (2000). Enhancing low-income children's early achievement in an academically enriched after-school program: The UC Links program. In N. H. Gabelko (Ed.), Toward a collective wisdom: Forging successful educational partnerships (pp. 43–55). Berkeley: University of California, ECO Center.
Greene, M. W., & Zimmerman, S. O. (2000). The effects of Fifth Dimension on preservice teacher beliefs. Paper presented at the meeting of the Society for Information Technology & Teacher Education, San Diego, CA.
Sturak, T. L. (2001). Expedition-computers and archaeology after school: Year-end report, 2000–2001. Berkeley: University of California at Berkeley, Interactive University Project.
Gauvain, M., & Borthwick-Duffy, S. (2004). Building children's computer competence along with their social and intellectual confidence in an after-school program. In M. Rabinowitz, F. C. Blumberg, & H. Everson (Eds.), The impact of media and technology on education. Mahwah, NJ: Erlbaum.
Fort Worth After School Program
Initiated in 2000, this initiative provides afterschool programs for youth at elementary and middle school sites in Fort Worth, Texas. Program goals revolve around educational competence, physical and social development, and crime reduction. Services include homework assistance, tutoring, snacks, cultural and recreational activities, and mentoring.
(Academic/Enrichment, Positive Youth Development, Tutoring/Extra Instruction)
Witt, P. A., & King, T. (2001). Fort Worth After School Program: “A diamond in the rough.” First year evaluation. College Station: Texas A&M University.
Witt, P.A., King, T., & Lee, J. H. (2002). Fort Worth After School second year evaluation. College Station: Texas A&M University. www.rpts.tamu.edu/faculty/witt/Fortworthreports/FortWorth2002Report.pdf
Witt, P. A., King, T., & Montandoni, K. (2003). Fort Worth After School third year evaluation. College Station: Texas A&M University. www.rpts.tamu.edu/faculty/witt/Fortworthreports/FortWorth2003Report.pdf
Witt, P. A., King, T., & Cronan, M. (2004). Fourth year evaluation: Fort Worth After School. College Station: Texas A&M University. www.rpts.tamu.edu/faculty/witt/Fortworthreports/FortWorth2004Report.pdf
Witt, P. A., King T., Justice, L., Oh, J., & Brown B. (2005). Fifth year evaluation: Fort Worth After School. College Station: Texas A&M University.
Witt, P. A., & King, T. (2008). Fort Worth After School 2007–08 evaluation report. College Station: Texas A&M University. www.rpts.tamu.edu/Faculty/Witt/FWASREPORTFINA2008.pdf
Foundations School-Age Enrichment Program
Begun in 1992, this private, nonprofit organization operates before- and afterschool enrichment programs for children prekindergarten through 12th grade.
(Academic/Enrichment, Literacy, Positive Youth Development)
Hamilton, L. S., Le, V., & Klein, S. P. (1999). Foundations School-Age Enrichment Program: Evaluation of student achievement. Santa Monica, CA: RAND Education.
Le, V., & Hamilton, L. S. (2001). Examining test score gains among participants of the Foundations after-school program (PM-1178-EDU). Santa Monica, CA: RAND Education.
Le, V., & Hamilton, L. S. (2001). Achievement gains in math and reading by participants of the Foundations after-school enrichment program (PM-1265-EDU). Santa Monica, CA: RAND Education.
Klein, S. P., & Bolus, R. (2002). 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. Santa Monica, CA: Gansk & Associates.
Gain the Edge
(Academic/Enrichment)
Soussou, H. (1995). Gain the Edge: An academic summer enrichment program. Tampa, FL: Plan for Social Excellence.
Generacion Diez
Begun in 1998, this afterschool program provides migrant Latino children in grades 1-6 in rural Pennsylvania with snacks, homework help, and group activities ranging from indoor games and outdoor play to field trips and specialized curricula promoting academic achievement and social/emotional competence.
(Academic/Enrichment, Positive Youth Development)
Riggs, N. R., & Greenberg, M. T. (2004). Moderators in the academic development of migrant Latino children attending after-school programs. Applied Developmental Psychology, 25, 349–367.
Riggs, N. R., & Medina, C. (2005). The Generacion Diez after-school program and Latino parent involvement with schools. Journal of Primary Prevention, 26(6), 471–484.
Riggs, N. R. (2006). After-school program attendance and the social development of rural children of Latino immigrant families. Journal of Community Psychology, 34(1), 75–87.
Georgetown Project's After School Action Program
(Academic/Enrichment, Tutoring/Extra Instruction)
The Georgetown Project. (2003). After School Action Program: Results & highlights January 1999–December 2002. Georgetown, TX: Author.
Georgia's Reading Challenge Project
(Academic/Enrichment, Literacy, Tutoring/Extra Instruction)
Office of Student Learning and Achievement, Georgia Department of Education. (1999). Evaluation of the Reading Challenge Program: Year one report, 1998–1999 school year. Atlanta, GA: Author.
Gevirtz Summer Academy
This summer school program was implemented at four Santa Barbara, California, elementary schools in 1998. The program is intended to provide learning opportunities to fifth and sixth graders that are closely tied with the district's curricular standards, but which were taught in a more experiential, integrated way, combining science, math, and language arts.
(Academic/Enrichment, Literacy, Science/Technology/Mathematics)
Brenner, M., Hudley, C., Jimerson, S., & Okamoto, Y. (2003). 3 year evaluation of the Gevirtz Summer Academy – 1998–2000. University of California, Santa Barbara Gevirtz Graduate School of Education—Gevirtz Research Center. Evaluation information available at education.ucsb.edu/grc/summeracademy.htm.
Girls at the Center
Initiated in 1996, this program pairs girls in economically disadvantaged communities across the country with an adult partner for experiences in science.
(Academic/Enrichment, Family/Community Involvement, Science/Technology/Mathematics)
Abrams, C., Dierking, L., McKelvey, L., & Jones, D. (1998). Year two report: Summative evaluation—Girls at the Center. Annapolis, MD: Institute for Learning Innovation.
Adelman, L., Dierking, L. D., & Adams, M. (2000). Summative evaluation year 4: Findings for Girls at the Center (Tech. Rep.). Annapolis, MD: Institute for Learning Innovation.
Goal Setting Intervention
This goal-setting intervention was implemented in a 21st Century Community Learning Centers afterschool program serving students in grades 1–5 in two rural schools in the southeastern United States.
(Academic/Enrichment, Positive Youth Development)
Hallenbeck. A., & Fleming, D. (2011). Don't you want to do better? Implementing a goal-setting intervention in an afterschool program. Afterschool Matters Journal, 13, 38–48. www.niost.org/pdf/afterschoolmatters/ASM_Spring2011.pdf
Growing Boys
Begun in 2006, this program is a boys’ empowerment group in an afterschool program located in a middle school in a large northeastern city that aims to help boys who need support in choosing positive and healthy pathways.
(Academic/Enrichment, Positive Youth Development, Prevention)
Hall, G., & Charmaraman, L. (2011). Growing Boys: Implementing a boys’ empowerment group in an afterschool program. Afterschool Matters Journal, 13, 49–51. www.wcwonline.org/component/option,com_virtuemart/Itemid,217/category_id,389/flypage,flypage.tpl/lang,en/page,shop.product_details/product_id,1712/vmcchk,1/
Hands on Science Outreach
This national afterschool recreational science enrichment program was created to encourage youth, pre-K to sixth grade, to take an active interest in science through a hands-on approach.
(Academic/Enrichment, Science/Technology/Mathematics)
Goodman, I. F. (1993). An evaluation of children's participation in the Hands on Science Outreach Program. Cambridge, MA: Sierra Research Associates.
SDS & Associates. (1994). 1993–94 Hands on Science program report. Memphis, TN: Author.
Hawaii After-School (A+) Plus Program
This program was implemented in 1990 by the Hawaii Department of Education for children in Grades K–6 in response to an increased need for high quality, affordable child care services for elementary school youth throughout the state of Hawaii.
(Academic/Enrichment, Positive Youth Development)
Marx, F., & Seligson, M. (1991). Final report on a study of the Hawaii After School (A+) Program. Wellesley, MA: School-Age Child Care Project of the Wellesley College Center for Research on Women.
Higher Achievement Program
Founded in 1975, this afterschool and summer academic program gives middle school-aged youth from at-risk communities an opportunity to succeed in school and in life. The program focuses on three key areas: academics, social skills, and leadership. It operates through achievement centers in Washington, DC; Alexandria and Richmond, Virginia; and Baltimore, Maryland.
(Academic/Enrichment, Family/Community Involvement, Service-Learning/Civic Engagement)
Herrera, C., Linden, L. L., Arbreton, A., & Grossman, J. B. (2011). Summer snapshot: Exploring the impact of Higher Achievement’s year-round out-of-school-time program on summer learning. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/334_publication.pdf
Herrera, C., Linden, L. L., Arbreton, A., & Grossman, J. B. (2011). Testing the impact of Higher Achievement’s year-round out-of-school-time program on academic outcomes. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/332_publication.pdf
Hmong and Chicana/Latina Educational Enrichment Program
(Academic/Enrichment, Culture/Heritage, Positive Youth Development)
Action Consulting and Evaluation Team. (2000). Hmong and Chicana/Latina Educational Enrichment Program: 2000 process evaluation report. Edina, MN: Author.
Hmong Youth Pride
Begun in 1995, the primary goals of this after school program for 9- to 12-year-olds in Minneapolis and St. Paul, Minnesota, are preventing substance abuse by encouraging academic achievement, commitment to school, and future aspirations; supporting cultural pride and family relationships; and bolstering parents' awareness of substance abuse risks and participation in schooling.
(Academic/Enrichment, Culture/Heritage, Prevention)
Chase, R. A, & Clement, D. (2000). Hmong Youth Pride: Outcomes evaluation summary. St. Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&tx_ttnews[pointer]
=20&tx_ttnews[tt_news]=1236&tx_ttnews[backPid]=111&cHash=85c13fdde7
Chase, R. A. (2000). Hmong American Partnership: HYP final report. St. Paul, MN: Wilder Research Center.
Horizons Student Enrichment Program
Since 1964, these summer academic enrichment programs have served low-income, public-school, K–8 students, supported by school-year components. Now in 10 states, programs offer academic instruction in reading, writing, and math, and enrichment programming that includes swimming, arts, recreation and games, and science.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Raden, A., Marsland, K., & Zigler, E. F. (1995). Evaluation of the Horizons Summer Enrichment Program. New Haven, CT: Yale University Department of Psychology and Bush Center in Child Development and Social Policy.
Terao, K., & Yuen, F. (2010). Horizons National Student Enrichment Program: Analysis of student evaluation results and end of summer parent and student questionnaire. Norwalk, CT: Horizons National. www.horizonsnational.org/files/Terao%20and%20Yuen%20Horizons%20Eval%20Report%2011-17-10-%20(2)(3).pdf
Horizons National. (2010). 2010 Literacy Initiative summary report. Norwalk, CT: Author. www.horizonsnational.org/files/2011-01-28%20Final%20Literacy%20Initiative%20Report%202010%20(2).pdf
Horizons National. (2011). Results and statistics 2011. Norwalk, CT: Author. www.horizonsnational.org/files/Results%202011%20Overview.pdf
I Have a Dream®
This national program helps children from low-income areas reach their education and career goals by providing a long-term program of mentoring, tutoring, and enrichment with an assured opportunity for higher education.
(Academic/Enrichment, Multi-Component/Comprehensive)
Higgins, C. Furano, K., Toso, C., & Branch, A.Y. (1991). “I Have a Dream”® in Washington, D.C.: Initial report. Philadelphia: Public/Private Ventures.
Kahne, J., & Bailey, K. (1997). The role of social capital in youth development: The case of “I Have a Dream”®. Chicago: University of Illinois.
McGrath, R. E., & Hayman, J. (1997). The Patterson, New Jersey, “I Have a Dream”® Program: Academic performances and outcomes. Teaneck, NJ: Fairleigh Dickinson University.
Shoemaker, M., & Sims, M. (1997). Delivering on a promise: An evaluation of the “I Have a Dream”® Foundation. Pasadena, CA: “I Have a Dream”® Foundation, Pasadena.
Davis, A. E., Hyatt, G., & Arrasmith, D. (1998). “I Have a Dream”® Program-Class one: Evaluation report. Portland, OR: Northwest Regional Educational Laboratory.
Kubayama, E. M. (2000). East Palo Alto “I Have a Dream”&® Program evaluation report. Stanford, CA: School of Education, Stanford University.
Institute for Student Achievement COMET and STAR Programs
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Ben-Avie, M., Haynes, N. M., Steinfeld, T. R., Pitterson, S., Beetsma, D., & Weinzimmer, D. P. (1999). Intervening in the lives of students placed at risk: An independent evaluation of the Institute for Student Achievement COMET & STAR Programs, school-based academic enrichment and counseling intervention. Lake Success, NY: Institute for Student Achievement.
Jennings School District 21st Century Stars and Heroes Program
(Academic/Enrichment, Positive Youth Development)
Office of Social and Economic Data Analysis. (2005). Jennings School District Stars and Heroes Evaluation: 2003–2004 school year. Columbia, MO: Author. www.oseda.missouri.edu/projects/index.shtml#starsheroes
Junior Achievement (JA) Dollars and $ense
(Academic/Enrichment, Positive Youth Development)
Caliber Associates. (2005). JA Worldwide JA Dollars and $ense pilot program formative evaluation: Final report. Colorado Springs, CO: JA Worldwide. www.ja.org/programs/programs_eval_afterschool.shtml
Juvenile Mentoring Program
Begun in 1995, the program has the following goals: reduce juvenile delinquency and gang participation, improve academic performance, and reduce school dropout rates through the provision of one-on-one mentoring for youth at risk.
(Academic/Enrichment, Mentoring, Prevention)
Office of Juvenile Justice and Delinquency Prevention. (1998). Juvenile Mentoring Program. 1998 report to Congress. Washington, DC: Author. www.ncjrs.org/html/ojjdp/173424/
Novotney, L. C., Mertinko, E., Lange, J., & Baker, T. K. (2000). Juvenile Mentoring Program: A progress review. Juvenile Justice Bulletin. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. www.ncjrs.org/html/ojjdp/2000_9_1/contents.html
Kalamazoo Public Schools Middle School Summer Enrichment Program
(Academic/Enrichment, Positive Youth Development)
Coryn, C. L., Risley, J., & Schroter, D. (2004). Evaluation of the KPS Middle School Summer Enrichment Program. Kalamazoo, MI: Kalamazoo Public Schools.
Kids Learning in Computer Klubhouses (KLICK)
Begun in 1999, this consortium of 10 middle school after school computer clubhouses across Michigan provides safe and engaging learning opportunities to students during the out-of-school hours.
(Academic/Enrichment, Digital Media and Learning, Science/Technology/Mathematics)
Zhao, Y., Mishra, P., & Girod, M. (2000). A clubhouse is a clubhouse is a clubhouse. Computers in Human Behavior. 16(3), 287–300. citeseer.ist.psu.edu/cache/papers/cs/13618/http:zSzzSzpunya.educ.msu.
eduzSzpubszSzprintzSzclubhouse.pdf/a-clubhouse-is-a.pdf
Garner, R., & Zhao, Y. (2000). Afterschool centers in four rural communities in Michigan. Computers in Human Behavior. 16(3), 301–311.
Kids on Campus
(Academic/Enrichment, Multi-Component/Comprehensive)
The Institute for Local Government Administration and Rural Development at Ohio University. (2000). Kids on Campus: Ohio State University and Hocking College Summer enrichment program evaluation. Athens, OH: Author.
Philliber Research Associates. (2001). An evaluation of Kids on Campus 2000. Accord, NY: Author.
KindergARTen Summer Camp
Begun in 2004, this summer program for low-income children in Baltimore, Maryland, provides kindergarteners with enrichment experiences in literacy and fine arts.
(Academic/Enrichment, Arts, Literacy)
Borman, G. D., Dowling, N. M., Fairchild, R., & Libit, J. (2005). Halting the summer achievement slide: A randomized evaluation of the KindergARTen Summer Camp. Baltimore: Johns Hopkins University Center for Summer Learning.
Borman, G. D., Dowling, N. M., Fairchild, R., & Libit, J. (2007). Halting the summer achievement slide: The evaluation of the 2006 KindergARTen Summer Camp. Baltimore: Johns Hopkins University Center for Summer Learning. www.summerlearning.org/resource/resmgr/publications/2006.haltingthesummerachieve.pdf
Learn and Serve America
This organization supports service-learning programs in schools and community organizations across the country that help students from kindergarten through college meet community needs, while improving their academic skills and learning the habits of good citizenship.
(Academic/Enrichment, Complementary Learning, Service-Learning/Civic Engagement)
Orr, L., & Melchior, A. (1995). Final report: National evaluation of Serve-America (Subtitle B1). Cambridge, MA: Abt Associates. www.abtassociates.com/reports/D19951202.pdf
Melchior, A. (1998) National evaluation of Learn and Serve America school and community based programs: Final report. Waltham, MA: Center for Human Resources, Brandeis University.
Lighthouses in the Community
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Zarlengo, P. (2002). Executive summary: Lighthouse program for 2001–2002 evaluation. Bridgeport, CT: Lighthouse Program.
Los Angeles Better Educated Students for Tomorrow (LA's BEST) Program
Begun in 1988, this program serves elementary students in Los Angeles, California. It has five goals: providing a safe environment, enhanced opportunities through the integration of an educational support structure, educational enrichment activities to supplement and deepen the regular program, recreational activities, and interpersonal skills and self-esteem development.
(Academic/Enrichment, Positive Youth Development, Sports/Recreation)
Brooks, P. E., Valdes, R. M., Herman, J. L., & Baker, E. L. (1990). Evaluation report, March 1, 1990: LA’s BEST after school education and enrichment program. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California–Los Angeles.
Brooks, P. E., & Herman, J. L. (1991). Evaluation report, July 31, 1991: LA’s BEST an after school education and enrichment program. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California–Los Angeles.
Brooks, P. E., & Forman, R. (1993). Final evaluation report, December 17, 1993: LA’s BEST an after school education and enrichment program. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California–Los Angeles.
Brooks, P. E., Mojica, C. M., & Land, R. E. (1995). Final evaluation report: Longitudinal study of LA’s BEST after school education and enrichment program, 1992–94. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California–Los Angeles.
Huang, D., Gribbons, B., Kim, K. S., Lee, C., & Baker, E. L. (2000). A decade of results: The impact of the LA’s BEST after school enrichment initiative on subsequent student achievement and performance. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.pasesetter.com/reframe/documents/uclaeval.pdf
Huang, D., Choi, K., Davis, D., Henderson, T., Kim, K. Lin, S., et al. (2003). Evaluating the impact of LA’s BEST on students’ social and academic development: Study of 74 LA’s BEST Sites 2001–2002 draft final report. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Huang, D., Choi, K., Henderson, T., Howe, J., Kim, K., Vogel, M., et al. (2004). Evaluating the impact of LA’s BEST on students’ social and academic development: Study of 100 LA’s BEST Sites 2002–2003. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Huang, D. (2004). Exploring the long-term impact of LA’s BEST on students’ social and academic development. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Huang, D., Kim, K. S., Marshall, A., & Perez, P. (2005). Keeping kids in school: An LA’s BEST example—A study examining the long-term impact of LA’s BEST on students’ dropout rates. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Huang, D. (2005). Evaluating the effects of academic skills and academic enablers taught at LA’s BEST on the achievement of student participants. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Peppler, K. A., & Catterall, J. S. (2006). Year two evaluation of the LA’s BEST After School Arts Program: Evaluating student learning in the arts. Los Angeles: Graduate School of Education & Information Studies. University of California–Los Angeles.
Goldsmidt, P., Huang, D., & Chinen, M. (2007). The long-term effects of after-school programming on educational adjustment and juvenile crime: A study of the LA’s BEST after-school program. Washington, DC: U.S. Department of Justice. www.afterschoolnetwork.org/files/DOJ_Final%20Report_updated.pdf
Huang, D., Coordt, A., La Torre, D., Leon, S., Miyoshi, J., Pérez, P., & Peterson, C. (2007). The afterschool hours: Examining the relationship between afterschool staff-based social capital and student engagement in LA’s BEST (CSE Technical Report 712). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R712.pdf
Huang, D., Miyoshi, J., La Torre, D., Marshall, A., Perez, P., & Peterson, C. (2007). Exploring the intellectual, social and organizational capitals at LA’s BEST (CSE Technical Report 714). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R714.pdf
Huang, D., Leon, S. La Torre, D. & Mostafavi, S. (2008). Examining the relationship between LA’s BEST program attendance and academic achievement of LA’s BEST students (CRESST Report 749). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R749.pdf
Huang, D., La Torre, D., Duong, N., Huber, L. P., Leon, S., & Oh, C. (2009). A circle of learning: Children and adults growing together in LA’s BEST (CRESST Report 758). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R758.pdf
Huang, D., Leon, S., Harven, A. M., La Torre, D., & Mostafavi, S. (2009). Exploring the relationships between LA’s BEST Program attendance and cognitive gains of LA’s BEST students (CRESST Report 757). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R757.pdf
Los Angeles County Office of Education's (LACOE) After-School Enrichment Program
(Academic/Enrichment, Positive Youth Development)
Public Works. (2004). Evaluation of the LACOE After-School Enrichment Program: ASEP 2003–04 site profile report. Pasadena, CA: Author.
Lottery for Education: Afterschool Programs (LEAPs)—Tennessee
This program's main purpose is to provide students, particularly at-risk students attending high-poverty or low-performing schools in Tennessee, opportunities outside of the school day for academic enrichment that reinforces and complements the regular academic program.
(Academic/Enrichment, Tutoring/Extra Instruction)
Tennessee Department of Education. (2008). Lottery for Education: Afterschool Programs LEAPs and test preparation pilot projects annual report. Nashville, TN: Author. www.state.tn.us/education/learningsupport/doc/LEAPsRpt08Final.pdf
Louisiana State Youth Opportunities Unlimited Summer Program
Begun in 1986, the program provides dropout prevention services on the Louisiana State University campus for at-risk youth.
(Academic/Enrichment, Prevention, Vocational Education)
Shapiro, J. Z., Gaston, S. N., Hebert, J. C., & Guillot, D. J. (1986). The LSYOU project evaluation. Baton Rouge: College of Education Administrative and Foundational Services, Louisiana State University.
Manchester Youth Development Center
(Academic/Enrichment, Positive Youth Development)
Beck, E. L. (1996). Prevention and intervention programming: Lessons from an afterschool program. Unpublished doctoral dissertation, University of Pittsburgh, Pittsburgh, PA.
Maryland After School Community Grant Program
Begun in 1997, this program serves to strengthen resiliency and prevent substance abuse, violence, and delinquency among youth by increasing the availability of high quality, structured after school programs to children and youth in Maryland.
(Academic/Enrichment, Positive Youth Development, Prevention)
Gottfredson, D. C., Gottfredson, G. D., & Weisman, S. A. (2001). The timing of delinquent behavior and its implications for after-school programs. Criminology and Public Policy, 1(1), 61–86.
Weisman, S. A., & Gottfredson, D. C. (2001). Attrition from after school programs: Characteristics of students who drop out. Prevention Science, 2, 201–205.
Weisman, S. A., Soulé, D. A., & Womer, S. C. (under the direction of Gottfredson, D. C.). (2001). Maryland After School Community Grant Program: Report on the 1999–2000 school year evaluation of the phase I after-school programs. College Park: University of Maryland.
Weisman, S. A., Womer, S. C., Lu, S., Soule, D. A., Bryner, S. L., Kahler, A., & Kellstrom, M. A. (under the direction of Gottfredson, D. C.). (2002). Maryland After School Community Grant Program part 1: Report on the 2000–2001 school year evaluation of the Phase 2 after school programs. College Park: University of Maryland.
Weisman, S. A., Womer, S. C., Kellstrom, M. A. Bryner, S., Kahler, A., & Slocum, L. A. (under the direction of Gottfredson, D. C.). (2003). Maryland After School Community Grant Program part 1: Report on the 2001–2002 school year evaluation of the Phase 3 after school programs. College Park: University of Maryland.
Gottfredson, D. C., Weisman, S. A., Soulé, D. A., Womer, S. C., & Lu, S. (2004). Do after school programs reduce delinquency? Prevention Science. 5, 253–266.Gottfredson, D. C. & Soule, D. A. (2004). The timing of property crime, violent crime, and substance use among juveniles. Journal of Research and Crime Delinquency, 40(10), 1–11.
Weisman, S. A., Soulé, D. A., Gottfredson, D. C., Lu, S., Kellstrom, M. A., Womer, S. C., & Bryner, S. L. (2005). After-school programs, antisocial behavior, and positive youth development: An exploration of the relationship between program implementation and changes in youth behavior. In J. L. Mahoney, J. S. Eccles, & R. W. Larson (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Mahwah, NJ: Lawrence Erlbaum Associates.
Gottfredson, D. C., Cross, A., and Soulé, D. A. (2007). Distinguishing characteristics of effective and ineffective afterschool programs to prevent delinquency and victimization. Criminology & Public Policy, 6(2), 289–318.
Maryland After-School Opportunity Fund
(Academic/Enrichment, Positive Youth Development)
Golombek, S. (2001). Maryland After-School Opportunity Fund: A first look, 2000–2001. Baltimore, MD: The Center for Applied Research and Technical Assistance. www.afterschoolinstitute.org/uploads/MASOFReport.pdf
Gottfredson, D. C., Soule, D. A., & Cross, A. (2004). A statewide evaluation of the Maryland After School Opportunity Fund Program: Final report. College Park, MD: University of Maryland Department of Criminology and Criminal Justice.
Massachusetts Department of Education's Out-of-School Time Programs
The Massachusetts Department of Education offers two out-school time initiatives: the After-School and Out-of-School Time Program and 21st Century Community Learning Centers Program. These initiatives aim to establish and expand programs in Massachusetts that operate during out-of-school hours and provide students with academic enrichment opportunities along with other activities designed to complement the students' regular academic program.
(Academic/Enrichment)
Miller, B. M., Surr, W. B., Resnick, K., & Church, K. (2003). Building an outcome evaluation system for the Massachusetts Department of Education's 21st Century Community Learning Centers & After-School and Out-of-School Time Grantees: Progress report on outcomes for FY '02. Malden: Massachusetts Department of Education.
Resnick, K. (2004). Building an outcome evaluation system: 21st Century Community Learning Centers & After-School and Out-of-School Time Programs report on outcomes for FY 2003. Malden: Massachusetts Department of Education.
Medical College of Georgia FitKid Project
This 3-year (2003–2006) afterschool physical activity intervention in Georgia consisted of academic enrichment, healthy snacks, and physical activity designed to improve children’s fitness and physical activity.
(Academic/Enrichment, Health, Sports/Recreation)
Wang, L. Y., Gutin, B., Barbeau, P., Moore, J. B., Hanes Jr., J., Johnson, M. H., Cavnar, M., Thornburg, J., & Yin, Z. (2008). Cost-effectiveness of a school-based obesity prevention program. Journal of School Health, 78(12), 619–624.
Yin, Z., Gutin, B., Johnson, M., Hanes, J., Jr., Moore, J. B., Cavnar, M., Thornburg, J., Moore, D., & Barbeau, P. (2005). An environmental approach to obesity prevention in children: Medical College of Georgia FitKid Project year 1 results. Obesity Research, 13, 2153–2161.
Yin, Z., Hanes, J., Jr., Moore, J. B., Humbles, P., Barbeau, P., & Gutin, B. (2005). An after-school physical activity program for obesity prevention in children: The Medical College of Georgia FitKid Project. Evaluation & the Health Professions, 28(1), 67–89.
Yin, Z., Moore J. B., Johnson, M. H., Barbeau, P., Cavnar, M., Thornburg, J., & Gutin, B. (2005) The Medical College of Georgia FitKid Project: The relations between program attendance and changes in outcomes in year 1. International Journal of Obesity, 29, 40–45.
Mid Kids After School Club
(Academic/Enrichment, Mentoring, Youth Leadership)
Hamann, J. (1999). The mentoring experience: From the adolescent mentor's perspective. Sociological Imagination, 36(1), 47–64.
Middle Grades Partnership
Begun in 2005, this program offers academically promising middle school youth in Baltimore, Maryland the opportunity to gain entrance into and excel in the city’s most challenging high schools. Activities include intensive summer programs bolstered by additional sessions during the school year to improve students’ algebra, reading, and writing skills.
(Academic/Enrichment, Tutoring/Extra Instruction)
McNeely, C., & Mmari, K. (2010). Evaluation of Middle Grades Partnership. Baltimore, MD: Center for Adolescent Health, Johns Hopkins Bloomberg School of Public Health. www.jhsph.edu/bin/w/a/MGP%20Final%20Report%20for%20Website.pdf
Minnesota After School Community Learning Programs
In 2007, the Minnesota Department of Education awarded grants to after school programs throughout the state. Grants were made available to establish and/or expand enrichment opportunities for children and youth during times when school is not in session. The purposes of the grants are to increase school connectedness; support and enhance academic achievement in core academic areas; enhance the capacity of participants to become productive adults; and prevent truancy and juvenile crime.
(Academic/Enrichment, Positive Youth Development, Prevention)
Cooperative Ventures. (2008). Minnesota After School Community Learning Programs: Year 1 summary report 2007–2008. West Roseville, MN: Minnesota Department of Education. education.state.mn.us/MDE/Learning_Support/Safe_and_Healthy_Learners/Out_of_School_Time/After_Sch_Comm_Learn_Prog/036530
Minnesota After School Enrichment Program
Established in 1996 to provide out-of-school time services to 9- to 13-year-olds in St. Paul, Minnesota, the program provides supervised activities in the arts, computers, athletics, and community service.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Bloomberg, L. (2001). After School Enrichment programs, 2000–2001. Roseville, MN: Minnesota Department of Children and Families.
Helmstetter, C., & Nelson, S. (2002). After School Enrichment Collaborative: Payne-Phalen/Daytons Bluff & North End: 2001 evaluation report. St. Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&tx_ttnews[pointer]=16&tx_
ttnews[tt_news]=970&tx_ttnews[backPid]=111&cHash=fe223f8e80
Missouri Department of Elementary and Secondary Education After School
(Academic/Enrichment)
Metzger, I. L. (2001). Relations among program sponsorship, population and quality of DESE funded after-school programs in Missouri on children's social competence and academic performance. Unpublished doctoral dissertation, University of Missouri, Columbia.
Morgan State University SEM (Science, Engineering, and Math) Summer Bridge Programs
(Academic/Enrichment, Science/Technology/Mathematics, Vocational Education)
Wheatland, J. A. (2000). The relationship between attendance at a summer bridge program and academic performance and retention status of first-time freshman science, engineering, and mathematics students at Morgan State University, an historically black university. Unpublished doctoral dissertation, Morgan State University, Baltimore.
Mt. Olivet After-School Program
Operated 1997–2000 in Columbus, Ohio, this church-based program provided academic peer-mediated instruction for at-risk African American students in an urban elementary school. Its three guiding principles were excellence in education, strong Christian values, and knowledge about African American history.
(Academic/Enrichment, Faith-Based, Tutoring/Extra Instruction)
Gardner, R., Cartledge, G., Seidl, B., Woolsey, M. L., Schley, G. S., & Utley, C. A. (2001). Mt. Olivet After-School Program: Peer-mediated interventions for at-risk students. Remedial and Special Education, 22, 22–33.
Museum Youth Initiative
The goal of this initiative, which ran from 2000 to 2004, was to strengthen the ability of California museums to contribute to the education of young people during out-of-school hours.
(Academic/Enrichment, Positive Youth Development, System-Building)
The James Irvine Foundation. (2005). Museums after school: How museums are reaching kids, partnering with schools, and making a difference. San Francisco: Author. www.irvine.org/assets/pdf/pubs/former/Museums_After_School.pdf
National Inventors Hall of Fame Camp Invention Program
(Academic/Enrichment)
The Bureau of Research Training and Services. (2004). A report on the evaluation of the National Inventors Hall of Fame Camp Invention Program. Kent, OH: Kent Statue University, College and Graduate School of Education.
National Inventors Hall of Fame Club Invention After-School Program
Introduced nationally in 2003, this after school educational enrichment program for children in Grades 2–6 is designed to further formal school-day academics in a fun and informal after school environment. Program participants use hands-on explorations and creative challenges to build on their school experiences.
(Academic/Enrichment)
The Bureau of Research Training and Services. (2004). A formative evaluation report on the National Inventors Hall of Fame Club Invention After-School Program. Kent, OH: Kent State University, College and Graduate School of Education.
New Hampshire Academically Focused After School Programs
These New Hampshire programs seek to improve elementary and middle school students’ academic achievement and performance by augmenting the school day with activities that promote student success.
(Academic/Enrichment)
New Jersey After 3
Initiated in 2005, this initiative seeks to increase the number of after school programs for youth in New Jersey that provide a safe environment during after school hours, offer enriching academic activities and homework assistance, and expose youth to nurturing adults and meaningful experiences that promote intellectual, physical, social, and artistic development.
(Academic/Enrichment, Positive Youth Development, System-Building)
Kim, J. H., Miller, T. D., Reisner, E. R., & Walking Eagle, K. P. (2006). Evaluation of New Jersey After 3: First-year report on programs and participants. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/NJ%20After%203%20Year%201%20Report.pdf
Walking Eagle, K. P., Miller, T. D., Reisner, E. R., LeFleur, J. C. J., Mielke, M. B., Edwards, S. K., & Farber, M. H. (2008). Increasing opportunities for academic and social development in 2006–07: Evaluation of New Jersey After 3. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/NJA3%20Year%202%20report.pdf
Walking Eagle, K. P., Miller, T. D., Cooc, N. LaFleur, J., & Reisner, E. R. (2009). Evaluation of New Jersey After 3: Reaching and engaging New Jersey’s Youth through afterschool programs, 2005 – 2008. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/NJA3%20Year%203%20report.pdf
New York City Department of Youth and Community Development's Out-of-School Time Programs for Youth Initiative
Begun in 2005, this out-of-school time initiative provides funds to support OST programs across New York City. This initiative is designed to address a broad range of developmental objectives for youth and to serve the needs of New York City’s families and communities.
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Russell, C. A., Reisner, E. R., Pearson, L. M., Afolabi, K. P., Miller, T. D., & Mielke, M. B. (2006). Evaluation of DYCD’s Out-of-School Time Initiative: Report on the first year. Washington, DC: Policy Studies Associates, Inc.
Pearson, L. M., Russell, C. A., & Reisner, E. R. (2007). Evaluation of OST programs for youth: Patterns of youth retention in OST programs, 2005–06 to 2006–07. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/_policystudies.com/files/Year_2_Report.pdf
Russell, C. A., Mielke, M. B., & Reisner, E. R. (2008). Evaluation of the New York City Department of Youth and Community Development Out-of-School Time Programs for Youth Initiative: Results of efforts to increase program quality and scale in year 2. Washington, DC: Policy Studies Associates, Inc. www.nyc.gov/html/dycd/downloads/pdf/ost_evaluation_year_2%20_report.pdf
Russell, C. A., Vile, J. D., Reisner, E. R., Simko, C., Mielke, M. B., & Pechman, E. (2008). Evaluation of the New York City Department of Youth and Community Development Out-of-School Time Programs for Youth Initiative: Implementation of programs for high school youth. Washington, DC: Policy Studies Associates, Inc.
Russell, C. A., Mielke, M. B., & Reisner, E. R. (2009). Evidence of program quality and youth outcomes in the DYCD out-of-school time initiative: Report on the initiative’s first three years. Washington, DC: Policy Studies Associates, Inc. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/evidence-of-program-quality-and-youth-outcomes.aspx
North Carolina Support Our Students (SOS) Initiative
Started in 1994, this initiative is an effort by the state of North Carolina to encourage quality after school programs for students in both urban and rural communities. The goals of the program are to reduce juvenile crime and the number of young people who are unsupervised after school; improve academic performance, attitudes, and behavior; meet the physical, intellectual, emotional, and social needs of young people; involve adult community volunteers; improve the coordination of existing resources; and enhance collaboration between agencies.
(Academic/Enrichment, Positive Youth Development, Prevention)
Johnson, J. (1999). North Carolina Support Our Students: 1998–1999 evaluation report. Raleigh-Durham, NC: EDSTAR.
Johnson, J. L., & Jenkins, D. R. (2000). North Carolina's Support Our Students: Evaluation report for school year 1999–2000. Raleigh-Durham, NC: EDSTAR.
EDSTAR. (2001). North Carolina's Support Our Students: Evaluation report for school year 2000–2001. Raleigh-Durham, NC: Author.
EDSTAR. (2002). Evaluation report: North Carolina Support Our Students: 2001–2002. Raleigh-Durham, NC: Author.
Johnson, J. L. (2003). North Carolina Support Our Students evaluation 2002–2003. Raleigh, NC: North Carolina Department of Juvenile Justice.
Johnson, J. (2004). Evaluation report: North Carolina Support Our Students: 2003–2004. Raleigh-Durham, NC: EDSTAR.
Johnson, J. L. (2004).Evaluation report. Support Our Students North Carolina 2003–2004. Raleigh-Durham, NC: EDSTAR. www.juvjus.state.nc.us/resources/statistics_legislative/04-05/SOSLegislative0304.doc
Johnson, J. L. (2005).Evaluation report. Support Our Students North Carolina 2004–2005. Raleigh-Durham, NC: EDSTAR. DRAFT.
Johnson, J. L. (2007). North Carolina Support Our Students evaluation 1997–2006. Raleigh, NC: North Carolina Department of Juvenile Justice.
Oakland Out-of-School Time Programs
These school-based support programs in Oakland, California, include 86 afterschool programs serving youth in grades K–12 that provide a variety of activities including homework help, enrichment, recreation, and academic support; and 6 programs that provide social and academic support to middle school youth as they transition into middle and high school.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Public Profit. (2010). Oakland After School Program evaluation findings report 2009–10. Oakland, CA: Oakland Fund for Children and Youth & OUSD After School Programs Office.
Public Profit. (2011). Out-of-School Time Program interim findings report. Oakland, CA: Oakland Fund for Children and Youth & OUSD After School Programs Office.
Public Profit. (2011). Oakland Out-of-School Time Program. Evaluation findings report 2010–11. Oakland, CA: Oakland Fund for Children and Youth & OUSD After School Programs Office.
Oakwood Family Education Center
This community-based education center uses the core principles of liberation theology as the change strategy to attempt to improve the educational performance and achievement of Hispanic students through community involvement and empowerment.
(Academic/Enrichment, Faith-Based, Family/Community Involvement)
Aspiazu, G. G., Bauer, S. C., & Spillett, M. D. (1998). Improving the academic performance of Hispanic youth: A community education model. Bilingual Research Journal, 22(2, 3, & 4).
Oceanography Camp for Girls
Started in 1991, this educational program for girls in the summer before their ninth-grade year helps motivate them to consider career opportunities in the sciences. The program, located in St. Petersburg, Florida, encourages girls to understand the natural world and provides a multidisciplinary, hands-on/minds-on practical experience in both laboratory and field environments.
(Academic/Enrichment, Science/Technology/Mathematics, Vocational Education)
Butler, Y. J. (1999). Introducing oceanography to eighth-grade girls: Evaluation of the Oceanography Camp for Girls, summer of 1998. Philadelphia: Public/Private Ventures.
Ohio Urban School Initiative School Age Child Care Project
Begun in 1998, the program provides resources to develop and implement school-age care programs in Ohio urban school districts.
(Academic/Enrichment, System-Building, Tutoring/Extra Instruction)
Evaluation Services Center. (1999). 1998–99 school-year program evaluation Urban School Initiative School Age Child Care expansion. Cincinnati, OH: Evaluation Services Center, College of Education, University of Cincinnati.
PAGE ONE (Peer and Group Education)
(Academic/Enrichment, Science/Technology/Mathematics, Tutoring/Extra Instruction)
Brown, D. C. (1999). The effects of peer and group education (PAGE ONE), a comprehensive compensatory program for students at-risk of school failure, on mathematics achievement and student attitude. Unpublished doctoral dissertation, University of South Carolina, Columbia.
Pasadena LEARNs
(Academic/Enrichment, Prevention, Youth Leadership)
Faris, S., Rahn, M., Flores, L., Butler, M., & Kroeker-Falconi, C. (2000). Pasadena LEARNs after-school program final baseline report. Pasadena, CA: Public Works.
Public Works. (2000). Pasadena LEARNs after-school program interim report: Baseline implementation results. Pasadena, CA: Author.
Public Works. (2000). Pasadena LEARNs after-school program summarized survey findings. Pasadena, CA: Author.
Public Works. (2001). Pasadena LEARNs after-school program final evaluation report 2000–2001. Pasadena, CA: Author.
Public Works. (2001). Pasadena LEARNs after-school program interim report: Spring 2001 implementation results and best program practices. Pasadena, CA: Author.
Public Works. (2001). Pasadena LEARNs after-school program summarized survey findings 2000–2001. Pasadena, CA: Author.
Public Works. (2001). Pasadena LEARNs after-school program student achievement indicator 2000–2001 pre-test results. Pasadena, CA: Author.
Public Works. (2002). Pasadena LEARNs after-school program interim report: Spring 2002 implementation results and promising practices. Pasadena, CA: Author.
Public Works. (2002). Pasadena LEARNs after-school program summarized survey findings 2001–2002. Pasadena, CA: Author.
Public Works. (2003). Pasadena LEARNs after-school program final evaluation report 2001–2002. Pasadena, CA: Author.
Public Works. (2003). Pasadena LEARNs after-school program interim report: Spring 2003 implementation results 2002–2003. Pasadena, CA: Author.
Public Works. (2003). Pasadena LEARNs after-school program summarized survey findings 2002–2003. Pasadena, CA: Author.
Faris, S., Chen, A., & Rahn, M. (2004). Evaluation of the Pasadena LEARNs after-school program. Pasadena, CA: Public Works.
Phoenix Activity City
(Academic/Enrichment, Sports/Recreation)
Polin, M., & Tepanon, Y. (2000). Exploring the role of afterschool programs in preventing violence. Tempe: Arizona State University.
Polk Bros. Foundation's Full Service Schools Initiative
Begun in 1996, the initiative is designed to improve the physical and psychological well-being and school achievement for children in high risk communities in Chicago. The three participating schools, open after school and in the evening, offer recreation, school remediation, and tutoring programs.
(Academic/Enrichment, Multi-Component/Comprehensive, System-Building)
Whalen, S. P. (2002). Report of the evaluation of the Polk Bros. Foundation's Full Service Schools Initiative. Chicago: Chapin Hall Center for Children at the University of Chicago. www.polkbrosfdn.org/Full%20Service%20School%20Initiative%20Full%20Report.pdf
Project Exploration
Project Exploration’s Chicago, Illinois-based out-of-school time youth programs seek to provide experiences with science and scientists to youth otherwise unlikely to have such opportunities. The primary goal is to afford these youth access to dynamic experiences with science, including science career path experiences and academic support to encourage college attendance.
(Academic/Enrichment, Science/Technology/Mathematics)
Project Exploration. (2006). Project Exploration: Youth programs evaluation. Chicago: Author. www.projectexploration.org/PDF/program-eval-v2-final.pdf
Chi, B., & Snow, J. Z., with Goldstein, D., Lee, S., & Chung, J. (2010). Project Exploration 10-year retrospective program evaluation summative report. Chicago: Project Exploration. www.projectexploration.org/pdf/lhs-final-report-10-year-eval.pdf?utm_source=web&utm_medium=pdf&utm_campaign=10-year-eval
Project for Neighborhood Aftercare Program
Begun in 1997, the program is a school-based afterschool program in Nashville, Tennessee, serving the children in the neighborhood of each sponsoring school from 3pm to 6pm on school days.
(Academic/Enrichment, Positive Youth Development)
King, R. D., Lipsey, M. W., Shayne, M. W., & Hoskins, A. (1998). Final report on a formative evaluation of the first year of the Project for Neighborhood Aftercare (PNA): A school-based after-school program. Nashville, TN: Vanderbilt Institute for Public Policy Studies.
Project Mentor
Begun in 1997, this afterschool mentoring program matches middle school girls in New Hampshire with undergraduate mentors in order to improve the girls' academic achievement, attitudes toward math and science, self-esteem, and career aspirations.
(Academic/Enrichment, Mentoring, Science/Technology/Mathematics)
Fachin Lucas, K. M. (1999). Mentoring in adolescence: A sociocultural and cognitive developmental study of undergraduate women and sixth grade girls in a mentoring program. (Unpublished doctoral dissertation). University of New Hampshire, Durham.
REACH (Recreation and Education Accelerating Children's Hopes) After School Program
(Academic/Enrichment, Arts, Positive Youth Development)
Global Learning. (2002). REACH After School Program evaluation report, city of Pico Rivera 2001–2002. Portland, OR: Author.
Read to Achieve Summer Literacy Day Camp
Run from 2001 through 2003, this summer day camp in south Los Angeles, California, was designed to prevent economically disadvantaged children from losing academic ground in reading when school was not in session.
(Academic/Enrichment, Literacy, Tutoring/Extra Instruction)
Schacter, J. (2003). Preventing summer reading declines in children who are disadvantaged. Journal of Early Intervention, 26, 47–58.
Schacter, J., & Jo, B. (2005). Learning when school is not in session: A reading summer day-camp intervention to improve the achievement of exiting first-grade students who are economically disadvantaged. Journal of Research in Reading, 28, 158–169.
Relationship Between Out-of-School Time Program Quality and Adolescent Outcomes Study
This study examined the association between out-of-school time program quality and adolescent outcomes. The data used for this analysis are from a national poll conducted in 2005 of adolescents (12–17 years old), their parents, and the parents of children 6–11 years old.
(Academic/Enrichment, Positive Youth Development, Research Studies)
Moore, K. A., & Hamilton, K. (2010). How out-of-school time program quality is related to adolescent outcomes. Washington, DC: Child Trends. www.childtrends.org/Files//Child_Trends-2010_08_02_RB_OSTProgramQuality.pdf
Rhode Island Children's Crusade
Begun in 1989, this program guarantees scholarships to low-income Rhode Island youth in exchange for commitment to education. Participants attend various after school, weekend, and summer enrichment programs.
(Academic/Enrichment, Multi-Component/Comprehensive, Prevention)
Stone, R., Lanspery, S., & Leavitt, T. (2002). Every child holds the answer: Evaluation report, Rhode Island Children's Crusade. Waltham, MA: Center for Youth and Communities, Heller Graduate School, Brandeis University. www.nmefdn.org/uploads/RI%20Children%27s%20Crusade%20evaluation.pdf
Sacramento START (Students Today Achieving Results for Tomorrow)
This academic enrichment program provides a safe, positive learning environment for elementary school students from low-income families in Sacramento County, California.
(Academic/Enrichment, Literacy, Tutoring/Extra Instruction)
Lamare, J. (1998). Sacramento START: An evaluation report, September 1996–May 1997. Sacramento, CA: Sacramento Neighborhood Planning and Development Services Department.
Minicucci Associates. (2001). Achieving results: Evaluation report 1999/2000. Sacramento, CA: Author.
Minicucci Associates. (2001). Supporting student achievement: Evaluation report 2000/2001. Sacramento, CA: Author.
Minicucci Associates. (2002). Evaluation report 2001/2002. Sacramento, CA: Author.
Minicucci Associates.(2003). Sacramento START: Annual evaluation report. 2002/2003. CA: Author.
Minicucci Associates. (2003). Sacramento START: Summary of four evaluation studies 1999/2000 through 2002/2003.
Safe Haven Program
Implemented in Madison, Wisconsin, for children in grades 1 through 5, this after school program aims to enhance children's cognitive skills, teach conflict resolution strategies, and help children learn how to interact positively and effectively in groups.
(Academic/Enrichment, Positive Youth Development)
Vandell, D. L., & Pierce, K. M. (1997). Safe Haven program evaluation (1994–95). Madison, WI: Wisconsin Center for Education Research.
Vandell, D. L., & Pierce, K. M. (1997). Safe Haven program evaluation (1995–96). Madison, WI: Wisconsin Center for Education Research.
Pierce, K. M., & Vandell, D. L. (1997). Safe Haven program evaluation (1996–97). Madison, WI: Wisconsin Center for Education Research.
Pierce, K. M., & Vandell, D. L. (1999). Safe Haven program evaluation (1997–98). Madison, WI: Wisconsin Center for Education Research.
San Diego's “6 to 6” Extended School Day Program
Begun in 1998, this program provides access to high quality, affordable enrichment programs before and afterschool to every elementary and middle school student in the city of San Diego, California.
(Academic/Enrichment, Multi-Component/Comprehensive)
Hoffman, J. (2001). San Diego After School Regional Consortium: Academic indicator report 1999–2000. San Diego, CA: Hoffman, Clark & Associates.
McCormick, T., Bojorquez, J. C., & Tushnet, N. (2002). Independent evaluation of San Diego's “6 to 6” Extended School Day Program: Final report. Los Alamitos, CA: WestEd.
School-to-Jobs Programme
Initiated in 1995 in an inner-city Detroit middle school, this program is a brief, small-group-based intervention designed for low-income, African American youth in the last year of middle school. Its goals are to enhance low-income, African American youths' “possible selves” or their future-oriented self-conceptions, as well as to improve these youths' academic outcomes.
(Academic/Enrichment, Positive Youth Development)
Oyserman, D., Terry, K., & Bybee, D. (2002). A possible selves intervention to enhance school involvement. Journal of Adolescence, 25, 313–326
Sisters in Science Program
Begun in 1995 in Philadelphia, this program aims to improve fourth- and fifth-grade girls’ attitudes, perceptions, and achievement in science and math by creating female-friendly learning environments in classrooms, after school, on Saturdays, during the summer, and with families.
(Academic/Enrichment, Complementary Learning, Science/Technology/Mathematics)
Hammrich, P. L., Richardson, G., & Livingston, B. (2001). The Sisters in Science Program: A three year analysis. Philadelphia: Author. www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/f7/79.pdf
Hammrich, P. L., Livingston, B., & Richardson, G. (2002). The Sisters in Science Program: Barriers broken and lessons learned. Philadelphia: Author.
Hammrich, P. L., Fadigan, K., & Stull, J. (2008). Sisters in Science in the community: An informal gender equity program. Flushing, NY: Sisters in Science. www.informalscience.org/evaluations/report_276.PDF
South Bay Project
(Academic/Enrichment, Digital Media and Learning, Science/Technology/Mathematics)
South Florida Inner-City Games After-School Program
(Academic/Enrichment, Sports/Recreation, Tutoring/Extra Instruction)
Educational Research Services. (2003). South Florida Inner-City Games (SFICG) After-School Program evaluation. Coconut Grove, FL: Author.
Sponsor-a-Scholar
Started in 1990 in Philadelphia, Pennsylvania, this program is a college preparatory program that provides students with one-on-one, long-term mentoring, academic support, and enrichment activities, college guidance, funds for college-related expenses, and ongoing staff support during high school and through college.
(Academic/Enrichment, Mentoring, Multi-Component/Comprehensive)
Johnson, A. W. (1999). Sponsor-a-Scholar: Long-term impacts of a youth mentoring program on student performance. Princeton, NJ: Mathematica Policy Research.
SquashSmarts
Begun in 2001, this program combines the sport of squash with academic tutoring for under-served, urban 6th–12th-graders in Philadelphia in order to develop academic and athletic achievement.
(Academic/Enrichment, Sports/Recreation)
Hart, A. (2010). Effectiveness of an afterschool sports mentoring program in promoting interpersonal relationships (Unpublished master’s thesis). Drexel University, Philadelphia, PA. http://144.118.25.24/bitstream/1860/3362/1/Hart_Allison%20B..pdf
Step Up Program
(Academic/Enrichment, Positive Youth Development)
Shelton, M. C. (1997). An analysis of the impact of an at-risk treatment program on self-esteem and its effects on attitudes toward study skills, attendance, academic achievement and behavior of entering ninth grade students. Unpublished doctoral dissertation, United States International University, San Diego, CA.
Stephen's Kids Developmental Mentoring Program
(Academic/Enrichment, Mentoring, Positive Youth Development)
Karcher, M. J., Davis, C., & Powell, B. (2002). The effects of developmental mentoring on connectedness and academic achievement. The School Community Journal, 12(2).
Steppingstone Academy
This academy provides motivated urban youth in Grades 4–6 with rigorous academic preparation for acceptance and success at top independent and public exam schools in the greater Boston, Massachusetts area.
(Academic/Enrichment, Tutoring/Extra Instruction)
Brigham, R. A., & Nahas, J. (2003). The Steppingstone Foundation: Graduate and parent/guardian survey. Cambridge, MA: Brigham Nahas Research.
Summer Learning Loss Study
This study examined the nature of summer learning loss, as well as characteristics of summer learning programs, including their effectiveness in improving student achievement, promising practices, costs, and implementation facilitators and challenges.
(Academic/Enrichment, Research Studies, Tutoring/Extra Instruction)
McCombs, J. S., Augustine, C. H., Schwartz, H. L., Bodilly, S. J., McInnis, B., Lichter, D. S., & Cross, A. B. (2011). Making summer count: How summer programs can boost children's learning. Santa Monica, CA: RAND Corporation. www.rand.org/pubs/monographs/MG1120
Summer of Challenge
This summer school program provides intervention and support for high school students in Emeryville, California, who had failed, or were in danger of failing, the state high school exit exam.
(Academic/Enrichment)
Balfe, C. A. (2004). Evaluation report: Emery Unified School District summer school: June 23–July 22, 2003. Oakland, CA: Science Education Consulting.
Summer Search
Began in 1990, this experiential learning social and academic support program serves high school students from low-income families in 7 cities across the country. The mission is to develop character and leadership by providing year-round mentoring, life changing summer experiences, college advising, and a lasting support network.
(Academic/Enrichment, Mentoring)
Kubo, M. M. (2007). Second year report —Summer Search evaluation. See change: Evaluation through a new lens. San Francisco: Summer Search National.
Saphir, M., et al. (2008). Summer Search longitudinal evaluation report, years 3 & 4: 2008 review and synthesis with theory of change. San Francisco: Summer Search National.
Supplemental Educational Services—Virginia
As required by the U.S. Department of Education’s No Child Left Behind Act of 2001, Virginia offers Supplemental Educational Services to students attending low-performing schools and from low-income families. These services are defined to include academic instruction (e.g., tutoring, remediation) provided outside of the regular school day. The program’s goal is to improve youth’s academic achievement.
(Academic/Enrichment, Tutoring/Extra Instruction)
Potter, A., & Ross, S. M. (2005). A review of implementation of Supplemental Educational Services in Virginia and recommendations for future implementation: 2003–2004 and 2004–2005. Memphis, TN: Center for Research in Educational Policy.
Texas After School Initiative for Middle Schools
In 1999 this initiative was started to serve students ages 10 to 14 at risk of academic failure or juvenile delinquency in Texas. The goals are to increase participants' academic achievement, reduce referrals to the juvenile justice system, and increase involvement of parents or mentors.
(Academic/Enrichment, Family/Community Involvement, Prevention)
Texas Education Agency. (2002). Executive summary of the first evaluation for the Texas After-School Initiative for Middle Schools (TASIMS) Program. Austin, TX: Author.
Texas Center for Educational Research. (2002). At-risk students and the transition to high school: Texas’ efforts to support ninth grade success. Austin, TX: Author. www.tcer.org/research/txssar/index.aspx
Shapely, K., Vicknair, K., Sheehan, D., Pieper, A., Jepson, D., & Sturges, K. (2004). Texas study of students at risk: Efficacy of grants supporting academic success from elementary through high school. Austin, TX: Texas Center for Educational Research. www.tcer.org/research/txssar/index.aspx
The After-School Corporation (TASC)
Begun in 1998, the organization has a two-part mission: (a) to enhance the quality of afterschool programs in New York State by emphasizing program components associated with student success and program sustainability and (b) to increase the availability of afterschool opportunities in New York by providing resources and strategies for establishing and expanding afterschool projects.
(Academic/Enrichment, Positive Youth Development, System-Building)
Fiester, L., White, R. N., Reisner, E. R., & Castle, A. M. (2000). Increasing and improving after-school opportunities: Evaluation results from the TASC after-school program’s first year. Washington, DC: Policy Studies Associates.
Reisner, E. R., White, R. N., Birmingham, J., & Welsh, M. (2001). Building quality and supporting expansion of after-school projects: Evaluation results from the TASC after-school program’s second year. Washington, DC: Policy Studies Associates.
White, R. N., Reisner, E. R., Welsh, M., & Russell, C. (2001). Patterns of student-level change linked to TASC participation, based on TASC projects in year 2. Washington, DC: Policy Studies Associates.
Reisner, E. R., Russell, C. A., Welsh, M. E., Birmingham, J., & White, R. N. (2002). Supporting quality and scale in after-school services to urban youth: Evaluation of program implementation and student engagement in TASC after-school program’s third year. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1434/
Welsh, M. E., Russell, C. A., Williams, I., Reisner, E. R., & White, R. N. (2002). Promoting learning and school attendance through after-school programs: Student-level changes in educational performance across TASC’s first three years. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1436
The After-School Corporation. (2003). The After-School Corporation fifth-year report. New York: Author. www.tascorp.org/content/document/detail/1439
Reisner, E. R., White, R. N., Russell, C. A., & Birmingham, J. (2004). Building quality, scale, and effectiveness in after-school programs: Summary report of the TASC evaluation. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/2466/
Policy Studies Associates. (2004). Building quality, scale, and effectiveness in after-school programs: Supplementary papers to accompany the summary report of the TASC Evaluation. Washington, DC: Author.
Birmingham, J., & White, R. N. (2005). Promoting positive youth development for high school students after school: Services and outcomes for high school youth in TASC programs. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1447/
Russell, C. A., & Reisner, E. R. (with Johnson, J. C., Rouk, Ü., & White, R. N.). (2005). Supporting social and cognitive growth among disadvantaged middle-grades students in TASC after-school projects. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1448/
Russell, C. A., Mielke, M. B., & Johnson, J. C. (2007). After-school programs and high school success: Analysis of post-program educational patterns of former middle-grades TASC participants. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1758
Think Together
Founded in 1997, this organization provides afterschool programs throughout Los Angeles, Orange, Riverside and San Bernardino Counties in California. These programs offer academic enrichment, homework assistance, physical activities, and nutrition education.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Vandell, D. L., Candiz, P .O., & Hall, V. (2009). High quality supplemental educational services and afterschool partnerships project: An evaluation study of THINK Together programs in the Santa Ana Unified School District. 2008–2009 year one report. Irvine, CA: University of California–Irvine; US Department of Education. www.gse.uci.edu/childcare/des9.html
Transition to Success Pilot Project
Implemented in 2001, this pilot project aimed to strengthen the academic and social development of at-risk youth in Boston, Massachusetts through the provision of after school enrichment programming and targeted family outreach to students. These students were already receiving intensive remedial tutoring through a Boston Public Schools program after doing poorly on the state's standardized tests.
(Academic/Enrichment, Family/Community Involvement, Tutoring/Extra Instruction)
Massachusetts 2020. (2004). Research report: The Transition to Success Pilot Project. Boston, MA: Author.
Travis County Collaborative Afterschool Program
Begun in 2004, this afterschool program in Austin, Texas, broadly focuses on the following objectives through academic support, enrichment, and prevention activities: increase student school attendance, decrease student discipline referrals, and increase student academic achievement.
(Academic/Enrichment, Positive Youth Development, Tutoring/Extra Instruction)
Christian, C., & Naik, R. (2010). Travis County Collaborative Afterschool Program final report. Austin, TX: Austin Independent School District. http://archive.austinisd.org/inside/docs/ope_09-73.I_TCCAP_Report.pdf
Turning the Corner Achievement Program
Implemented at a charter school in Baltimore, Maryland, this program adds multiple adults to the school setting, delivers enrichment and academic programming during in-school and out-of-school-time, involves parents, and employs a counselor to remove any barriers to learning for students.
(Academic/Enrichment, Complementary Learning, Positive Youth Development)
Marshall, B. D. (2010). Impact of an integrated youth development program on health and educational outcomes for urban middle school students: An evaluation of the Turning the Corner Achievement Program and the Crossroads School (Unpublished doctoral dissertation). Johns Hopkins University, Baltimore, MD.
University of Arizona SEEK Book Making and Writing Course
(Academic/Enrichment, Arts, Literacy)
Peterson-Stroz, L. A. (1997). A cross-disciplinary curriculum of art and writing: Using the sensory properties to teach printmaking, book making, and creative (memoir) writing. Unpublished doctoral dissertation, University of Arizona, Tucson.
Upward Bound
This national program is designed to help disadvantaged students prepare for, enter, and succeed in college. Most programs combine two approaches to student contact: (a) a summer program where youth take college prep classes and earn work experience at a college campus, and (b) weekly follow up and possibly tutoring with students during the school year.
(Academic/Enrichment, Vocational Education)
Myers, D., & Schirm, A. (1999). The impacts of Upward Bound: Final report for phase I of the national evaluation: Final report. Princeton, NJ: Mathematica Policy Research, Inc.
Seftor, N., Mamun, A., & Schirm, A. (2009). The impacts of regular Upward Bound on postsecondary outcomes 7–9 Years after scheduled high school graduation: Final report. Princeton, NJ: Mathematica Policy Research, Inc. hdl.handle.net/10207/15740
Wake Summerbridge Summer Enrichment Program
This tuition-free summer program for middle school students from Wake County, North Carolina, stresses academic excellence, leadership, creativity, and diversity.
(Academic/Enrichment, Positive Youth Development, Youth Leadership)
Harlow, K., & Baenen, N. (2001). The effectiveness of the Wake Summerbridge Summer Enrichment Program (E&R Report No. 01.47). Raleigh, NC: Wake County Public School System Evaluation and Research Department. www.wcpss.net/evaluation-research/reports/2001/0147_Summerbridge.pdf
Walnut Street Elementary After School Program
This program, which operated 2000–2003, provided elementary school-age youth in Philadelphia, Pennsylvania, with academic programming, homework help, clubs, and special events.
(Academic/Enrichment, Tutoring/Extra Instruction)
Zief, S. G. (2005). A mixed-methods study of the impacts and processes of an after-school program for urban elementary youth (Unpublished doctoral dissertation). University of Pennsylvania, Philadelphia.
Woodcraft Rangers’ Nvision After School Program
Founded in 1915, this afterschool program in Los Angeles, California, consists of school-based clubs for youth age 6–18, designed in concert with local schools to promote youth’s academic, social, and physical development.
(Academic/Enrichment, Positive Youth Development)
Kaiser, M., & Lyons, M. (2001). Woodcraft Rangers: State of California After School Learning and Safe Neighborhoods Partnerships Program with the Los Angeles Unified School District. Annual evaluation report, 1999–2000. Los Angeles: Lodestar Management/Research.
Lodestar Management/Research. (2002). Woodcraft Rangers: State of California After School Learning and Safe Neighborhoods Partnerships Program with the Los Angeles Unified School District. Annual evaluation report, 2000–01. Los Angeles: Author.
Lodestar Management/Research. (2003). Woodcraft Rangers: Los Angeles Unified School District After School Education and Safety Program annual evaluation report 2001–02. Los Angeles: Author.
Lodestar Management/Research (2004). Woodcraft Rangers: Los Angeles Unified School District After School Education and Safety Program annual evaluation report for 2002–03. Los Angeles: Author.
Lodestar Management/Research (2005). Woodcraft Rangers: Annual evaluation report for 2003–04. Los Angeles: Author.
Lodestar Management/Research. (2006). Woodcraft Rangers After-School Program: Summary of program youth outcomes for middle school sites 2004–05. Los Angeles: Author.
Lodestar Management/Research (2006). Process evaluation report: Key factors related to program recruitment, retention, and outcomes. Los Angeles: Author.
Lodestar Management/Research (2007). Woodcraft Rangers: Annual evaluation report for 2005–06. Los Angeles: Author.
Harder+Company Community Research. (2008). Woodcraft Rangers annual evaluation report 2006–2007: Middle school programs. San Francisco: Author.EVALCORP Research & Consulting. (2011). Assessment of program quality and youth outcomes: A study of the Woodcraft Rangers’ Nvision After-School Program. Irvine, CA: Author.
Young Scholars Program—North Carolina
In operation from 2000 to 2005, these extended day programs sought to provide engaging academic support to engage elementary and middle schools students in North Carolina.
(Academic/Enrichment, Tutoring/Extra Instruction)
Z. Smith Reynolds Foundation. (2006). An overview of the benefits that promising students gain from extended day programs. The Forum Report, 20(2): 7–14. www.nccap.net/Summer2006_ForumReport.pdf
Youth Opportunities Unlimited—University of New Hampshire Cooperative Extension
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Gregory, P. J. (1996). Youth Opportunities Unlimited: Improving outcomes for youth through after school care. Durham: University of New Hampshire Cooperative Extension.
YouthNET
Initiated in 1998, this collaboration brings new afterschool programs to inner city youth in Waterbury, Connecticut. Programs offer a mix of art, recreation, and enrichment activities to underserved middle school students aged 11–14.
(Academic/Enrichment, Arts, Sports/Recreation)
McGuirk, J., & O'Donnell, C. P. (2003). YouthNET: 2001–2002: Findings and lessons learned. Waterbury: Connecticut Community Foundation.
YS-CARE After School Program
Begun in 1999, this after school enrichment program for children in Grades 1 to 5 in Los Angeles, California, is designed to offer a safe environment that includes academic assistance, homework help, enrichment activities, recreation, and quality child care provided by caring adults in well-supervised school site environments.
(Academic/Enrichment, Tutoring/Extra Instruction)
Bissell, J., Dugan, C., Ford-Johnson, A., & Jones, P. (2002). Evaluation of the YS-CARE After School Program for California Work Opportunity and Responsibility to Kids (CALWorks): 2002. Department of Education, University of California-Irvine.