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 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 Unpublished manuscript.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—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—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—Houston, San Antonio, and Ben Wheeler, Texas
The program, implemented in three Texas districts in 1998, is designed to address the community's educational needs after school, on weekends, and during summers. Each program aims to provide school-linked services to build individual skills and local opportunities.
(Family/Community Involvement, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Reyna, R. A. (2001). The effects of the 21st Century Community Learning Centers on parental involvement and student classroom performance as perceived by K–8 teachers and parents in first cycle funded projects in selected Texas public schools (Unpublished doctoral dissertation). Texas A&M University, College Station.
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—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—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—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—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 Mathematics Center for Urban High Schools
Begun as a pilot in 1989 in Philadelphia, Pennsylvania, this summer mathematics program provides a model for upgrading the mathematics skills of urban high school students.
(Science/Technology/Mathematics, Tutoring/Extra Instruction)
Riley, A. H. J. (1997). Student achievement and attitudes in mathematics: An evaluation of the Twenty-First Century Mathematics Center for Urban High Schools (Unpublished doctoral dissertation). Temple University, Philadelphia.
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.
4-H Youth Development Program/Cooperative Extension After School Activity Program—Kansas City, Missouri
(Mentoring, Positive Youth Development, Tutoring/Extra Instruction)
Talley, J. A., White, M., & Leckenby, C. (n.d.). 4-H teen multi-site evaluation. Kansas City, MO: Resource Development Institute.
Resource Development Institute. (1999). 4-H final report for 1997–1998. Kansas City, MO: Author.
4-H Youth Development Program—Project Castlerock
(Positive Youth Development, Sports/Recreation, Tutoring/Extra Instruction)
Killian, E. (1999). Reducing delinquent behavior and improving academic achievement in after school programs. Tucson, AZ: Children, Youth and Families Education and Research Network.
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
Accelerated Reading and Mathematics Instruction—Texas
This program funds Texas school districts to provide intensive, targeted instruction for students in grades K–8 identified as at risk for reading or math difficulties. The program uses a three-tiered approach: in the classroom; before, during, or after school; and summer school.
(Complementary Learning, Tutoring/Extra Instruction)
Curry, J. (2008). Accelerated reading and mathematics evaluation report, 2007–2008. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_Accelerated_Reading_and_Math_Instruction_Eval.pdf
Curry, J. (2009). Accelerated Reading and Mathematics evaluation report, 2008–2009. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_08-63_Accelerated_Reading_and_Mathematics_Instruction_Evaluation_Report.pdf
After-School Peer Tutoring
(Tutoring/Extra Instruction)
Collins, K. M. T., & Onwuegbuzie, A. J. (2001). Effect of an after-school tutorial program on academic performance of middle school students at-risk. Paper presented at the annual meeting of the Mid-South Educational Research Association, Little Rock, AR.
After-School Program for At Risk Children
Begun in 1998, this after school program aims to enhance academic progress of low-income and at-risk elementary and middle school students. The program curriculum is part of a nationwide effort to address the problems of poor school performance and enhance teacher effectiveness.
(Tutoring/Extra Instruction)
Orthner, D. K., Cook, P. G., Rose, R., & Flair, K. (2001). Longitudinal analysis of an after-school program for at risk children. Chapel Hill: University of North Carolina at Chapel Hill.
Orthner, D. K. & Rose, R. (2002). An after-school program for at-risk children: Three year follow-up. Chapel Hill: University of North Carolina at Chapel Hill.
ARCH (A Real Community Helps) After-School Program
(Family/Community Involvement, Literacy, Tutoring/Extra Instruction)
Leto, D. J. (1995). Creating community with an after-school tutoring program. Language Arts, 72, 128–136.
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
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.
BELL After-School Instructional Curriculum
Founded in 1992, this 30-week extended day tutorial aims to improve youths' academic performance, self-concept, and social/community skills in Boston, New York City, and Washington, D.C.
(Mentoring, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
BELL. (2002). BASICs Afterschool Program 2001–2002 academic year evaluation report. Dorchester, MA: Author.
BELL. (2003). BASICs (BELL After-School Instructional Curriculum) Program: 2002–2003 national program outcomes. Dorchester, MA: Author.
BELL. (2007). BELL After School Program: 2006–2007 national program outcomes. Dorchester, MA: Author.
Boys & Girls Clubs of America—Project Learn/Educational Enhancement Program
Begun in 1996, this community-based program is implemented in local Boys & Girls Clubs across the country and is designed to improve academic achievement of at-risk students.
(Multi-Component/Comprehensive, System-Building, Tutoring/Extra Instruction)
Schinke, S. P., Cole, K. C., & Poulin, S. R. (2000). Enhancing the educational achievement of at-risk youth. Prevention Science, 1(1), 51–60.
Boys of BELL
Piloted in 2006 in Boston, Massachusetts, this summer program provides Black and Latino boys in grades K–6 with rigorous literacy and math instruction, social enrichment activities, mentoring relationships, and parental engagement.
(Mentoring, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
BELL. (2008). Boys of BELL: 2008 summer program and three-year pilot program outcomes. Dorchester, MA: Author.
Buhl Middle School After School Math Help Class
(Digital Media and Learning, Science/Technology/Mathematics, Tutoring/Extra Instruction)
McDonald, N. Trautman, T., & Blick, L. (2005). Computer-assisted middle school mathematics remediation intervention: An outcome study. Oklahoma City, OK: American Education Corporation. www.amered.com/research_2.php
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
Chicago Lighthouse Program
(Sports/Recreation, Tutoring/Extra Instruction)
National School Services. (2001). Lighthouse Program evaluation report. Wheeling, IL: Author.
CIM Academy Summer School
(Tutoring/Extra Instruction)
Suggs, J. (2001). CIM Academy Summer School: A report of the evaluation of the 2001 summer school. Portland, OR: Portland Public Schools Department of Research, Evaluation, and Assessment.
Coca-Cola Valued Youth Program
(Service-Learning/Civic Engagement, Tutoring/Extra Instruction, Youth Leadership)
Cardenas, J. A., Montecel, M. R., Supik, J. D., & Harris, R. J. (1992). The Coca-Cola Valued Youth Program. Dropout prevention strategies for at-risk students. Texas Researcher, 3, 111–130.
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
East Side Learning Center
Begun in 2001, this one-on-one after school tutoring program serves students in grades K–4 who read below grade level and live or attend school on the east side of St. Paul, Minnesota.
(Tutoring/Extra Instruction)
Schultz, J. L., & Mueller, D. (2007). Evaluation of the East Side Learning Center tutoring program. St. Paul, MN: Wilder Research. www.wilder.org/reportsummary.0.html?tx_ttnews[tt_news]=1969
Effectiveness of Out-Of-School-Time Strategies in Assisting Low-Achieving Students in Reading and Mathematics
This report synthesizes research findings on effective out-of-school time strategies to assist low-achieving students in reading and mathematics.
(Research Studies, Tutoring/Extra Instruction)
Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. (2004). The effectiveness of out-of-school-time strategies in assisting low-achieving students in reading and mathematics: A research synthesis (Updated edition). Aurora, CO: Mid-continent Research for Education and Learning. www.mcrel.org/topics/SchoolImprovement/products/151
Effectiveness of Volunteer Tutoring Programs for Elementary and Middle School Students: A Meta-Analysis
This meta-analysis assesses the effectiveness of volunteer tutoring programs for improving the academic skills of students enrolled in public school grades K–8 in the United States and further investigates for whom and under what conditions tutoring can be effective.
(Research Studies, Tutoring/Extra Instruction)
Ritter, G. W., Barnett, J. H., Denny, G. S., & Albin, G. R. (2009). The effectiveness of volunteer tutoring programs for elementary and middle school students: A meta-analysis. Review of Educational Research, 79(1), 3–38. rer.sagepub.com/cgi/content/abstract/79/1/3
Effects of an Academic Extended-Day Program on Student Achievement, School Attendance, and Discipline
The purpose of this study was to measure effects of an academic extended-day program on students’ achievement in reading, school attendance, and discipline. Third graders from two Title 1 schools in central Virginia were selected for the study.
(Complementary Learning, Research Studies, Tutoring/Extra Instruction)
Welch, J. B. (2002). Effects of an academic extended-day program on student achievement, school attendance, and discipline. Charlottesville, VA: University of Virginia Unpublished Doctoral Dissertation.
Extended Learning Opportunities Summer Program
This summer program provides instruction in reading/language and math to students entering kindergarten through third grade in Title I schools in Montgomery County, Maryland, with the highest concentration of students receiving free and reduced-price meals and English-for-speakers-of-other-languages services.
(Tutoring/Extra Instruction)
Sumonu, K., Larson, J., Van Horn, Y., Cooper-Martin, E., & Nielsen, J. (2002). Evaluation of the Extended Learning Opportunities Summer Program. Rockville, MD: Office of Shared Accountability, Montgomery County Public Schools. sharedaccountability.mcpsprimetime.org/reports/list.php?selection=653
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
Extended School Services in Kentucky
Begun in 1990, these programs are intended to provide continuing education programs for kindergarten through 12th grade students in Kentucky who need more time to be successful.
(Tutoring/Extra Instruction)
Kentucky Department of Education. (1995). Annual report on the impact of Extended School Service programs. Frankfort, KY: Author.
Kentucky Department of Education. (1995). Five-year status report on the impact of Extended School Services. Frankfort, KY: Author.
Kentucky Department of Education. (1996). Annual report on the impact of Extended School Service programs. Frankfort, KY: Author.
Office of Educational Accountability. (1998). Annual report. Frankfort, KY: Author.
Kentucky Department of Education. (2000). Annual report on the impact of Extended School Service Programs. Frankfort, KY: Author.
Nesselrodt, P. S., & Schaffer, E. C. (2000). External evaluation of Kentucky's Extended School Services. Carlisle, PA: Dickinson College.
Office of Educational Accountability. (2000). Annual report. Frankfort, KY: Author.
Cowley, K. S., & Meehan, M. L. (2001). Perceptions of Kentucky's Extended School Services Program by district and school coordinators. Charleston, WV: AEL, Inc. www.e-archives.ky.gov/pubs/Education/Research%20reports/ReportPerceptions_of_KYs_ESSProgrambyDistrictandSCFI.pdf
Meehan, M. L., Cowley, K. S., Chadwick, K., Schumacher, D., & Hauser, B. (2004). Evaluation of a ten-year statewide after-school program for struggling learners. Charleston, WV: Appalachia Educational Laboratory.
Seiler, M. F., Chilton, K., Nelson, D., Alexander, A., Landy, B., Olds, et al. (2008). A review of the Extended School Services Program. Research Report No. 353. Frankfort, KY: Legislative Research Commission. www.lrc.ky.gov/lrcpubs/RR353.pdf
Extended-Day Tutoring Program
During the school years of 1995–1996 and 1996–1997 the program provided after school literacy tutoring based on the Success For All model to elementary school students in Memphis, Tennessee, Title I schools.
(Literacy, Tutoring/Extra Instruction)
Ross, S. M., Lewis, T., Smith, L., & Sterbin, A. (1996). Evaluation of the extended-day tutoring program in Memphis city schools: Final report to CRESPAR. Memphis, TN: University of Memphis.
EXTRA
(Tutoring/Extra Instruction)
Sheley, J. F. (1984). Evaluation of the centralized, structured, after-school tutorial. Journal of Educational Research, 77, 213–218.
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
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
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 Homework Project
(Tutoring/Extra Instruction)
Cosden, M., Morrison, G., Albanese, A. L., & Macias, S. (2001). Evaluation of the Gevirtz Homework Project: Final report. Santa Barbara, CA: Gevirtz Research Center.
Cosden, M., Morrison, G., Albanese, A. L., & Macias, S. (2001). When homework is not home work: After-school programs for homework assistance. Educational Psychologist, 36(3), 211–221. www.leaonline.com/doi/abs/10.1207/S15326985EP3603_6
Morrison, G. M., Cosden, M. A., O'Farrell, S. L., & Campos, E. (2003). Changes in Latino students' perceptions of school belonging over time: Impact of language proficiency, self-perceptions and teacher evaluations. The California School Psychologist, 8, 87–98.
Cosden, M., Morrison, G., Gutierrez, L., & Brown, M. (in press). The effects of school-based homework programs and other after-school activities on school engagement and academic achievement. Theory into Practice.
Harper Middle School After School Tutorial Program
(Sports/Recreation, Tutoring/Extra Instruction)
Smeallie, J. E. (1997). An evaluation of an after-school tutorial and study skills program for middle school students at risk of academic failure. Unpublished doctoral dissertation, University of Maryland, College Park.
Hilltop Emergent Literacy Project (HELP)
(Literacy, Tutoring/Extra Instruction)
Bergin, D. A., Hudson, L. M., Christy, C. F., & Resetar, M. (1992). An afterschool intervention program for educationally disadvantaged young children. The Urban Review, 24(3), 203–217.
Howard Street Tutoring Program
Begun in 1979 on the North Side of Chicago, Illinois, the program provides after school remedial reading instruction through one-on-one tutoring to second and third grade children who have fallen behind their peers in reading.
(Literacy, Tutoring/Extra Instruction)
Morris, D., Shaw, B., & Perney, J. (1990). Helping low readers in grades 2 and 3: An after-school volunteer tutoring program. The Elementary School Journal, 91(2).
Jobs for Youth—Boston PLATO Summer Transition Program
This program, initiated in 2000, provides ninth grade students in Boston, Massachusetts, who failed the citywide public schools’ math or reading test with supplemental instruction using specially designed computer instruction software called PLATO.
(Digital Media and Learning, Science/Technology/Mathematics, Tutoring/Extra Instruction)
Quinn, D. W., & Quinn, N. W. (2001). PLATO learning evaluation series: Jobs for Youth, Madison Park Alternative High School, Boston, Massachusetts. Bloomington, MN: PLATO Learning. www.plato.com/media/Evaluation%20Studies/M/Madison%
20Park%20High%20School%20(Jobs%20for%20Youth).pdf
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
Math Academic Enhancement Program
(Science/Technology/Mathematics, Tutoring/Extra Instruction)
Deeb-Westervelt, W. (2002). The effects of an after-school academic intervention services math program on the grade four New York State Mathematics Assessment: A quasi-experimental case study. Unpublished doctoral dissertation, Hofstra University, Hempstead, NY.
Meta-Analysis of Effects of Out-of-School Time Programs for At-Risk Students
Conducted in 2003, this study consisted of an analysis of 35 out-of-school time studies that employed control or comparison groups when estimating program effects for students at risk of failure in reading or mathematics.
(Research Studies, Tutoring/Extra Instruction)
Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. L. (2006). Out-of-school time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 76, 275–313.
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
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.
National Society of Hispanic Masters of Business Administration's Summer Enrichment Program
(Literacy, Science/Technology/Mathematics, Tutoring/Extra Instruction)
McShea, B., & Yarnevich, M. (1999). The effects of a summer mathematics enrichment program on Hispanic mathematical achievement. Journal of Women and Minorities in Science and Engineering, 5, 175–181.
New Communities After School Project
This program in two communities in Delaware provides homework help, nonacademic/unstructured activities, recreational/cultural activities, and tutoring to children in Grades K–7.
(Multi-Component/Comprehensive, Positive Youth Development, Tutoring/Extra Instruction)
Unger, D. G., & Cooksy, L. (2004). New Communities After School Project annual evaluation report 2003–2004. Newark: University of Delaware. http://dspace.udel.edu:8080/dspace/handle/19716/229
New Orleans ADEPT Drug and Alcohol Community Prevention Project
For 144 days of the school year, this primary-level prevention program targeting alcohol and other drug use provides after school child care to 24 low-income elementary schools in the New Orleans Public School District.
(Positive Youth Development, Prevention, Tutoring/Extra Instruction)
Ross J. G., Saavedra P. J., Schur G. H., Winters, F., & Felner R. D. (1992). The effectiveness of an after-school program for primary grade latchkey students on precursors of substance abuse. Journal of Community Psychology, OSAP Special Issue, 22–38.
New York City Summer School
This initiative provides instructional and support service to students in Grades 3–12 in New York City, New York, who fail to meet grade promotion standards or are at risk of failing to achieve high academic standards.
(Tutoring/Extra Instruction)
Metis Associates. (2002). Evaluation report: New York City Board of Education Summer School 2001. New York: Author.
New York City Department of Education, Division of Assessment and Accountability. (2003). Evaluation of the New York City Department of Education Summer School 2003 Program. New York: Author.
Nicholls State-Youth Opportunities Unlimited
(Prevention, Tutoring/Extra Instruction, Vocational Education)
Curry, B. A. (1990). The impact of the Nicholls State-Youth Opportunities Unlimited Program as related to academic achievement, self-esteem, and locus of control. Unpublished master's thesis, Nicholls State University, Thibodaux, LA.
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.
Ordered School Reinforcement Program
This after school program in a northeastern city provides high school students with career-oriented activities that attempt to show students the relationship between education and careers, develop skills related to occupational success, and provide opportunities to develop personal vocational goals, as well as actual on-the-job experience.
(Positive Youth Development, Tutoring/Extra Instruction, Vocational Education)
Hamovitch, B. A. (1996). Socialization without voice: An ideology of hope for at-risk students. Teachers College Record, 98(2), 286–306.
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.
Patton Elementary After School Reading Intervention Program
(Literacy, Tutoring/Extra Instruction)
Druitt, E. (2002). Investigating students' achievement before and after a reading intervention program. Unpublished dissertation, California State University, Long Beach.
Paul Robeson Institute for Positive Self-Development
(Culture/Heritage, Mentoring, Tutoring/Extra Instruction)
Dance, L. J. (2001). Shadows, mentors, and surrogate fathers: Effective schooling as critical pedagogy for inner-city boys. Sociological Focus, 34(4), 399–415.
PEER After School Mentoring Project
(Mentoring, Positive Youth Development, Tutoring/Extra Instruction)
Polite, F. G. (2002). The influence of an after school peer mentoring program on selected at risk African American student athletes. Unpublished doctoral dissertation, Florida State University, Tallahassee.
Pottstown Homework Center Partnership
(Tutoring/Extra Instruction)
Bender, D. S., Giovanis, G., & Mazzoni, M. (1994). After-school tutoring program. Paper presented at the National Middle School Association 21st Annual Conference & Exhibit, November 3–6, 1994, Cincinnati, Ohio.
Project EMERGE
This early-morning program designed to increase the learning time of at-risk students was developed for grades four to six in Crisp County, Georgia. The goals were to improve basic skills and to positively impact students' self concept and attitude toward school.
(Positive Youth Development, Tutoring/Extra Instruction)
Monsaas, J. (1994). Evaluation report-final validation: Project EMERGE, Crisp County. Atlanta, GA: Emory University.
Project HOPE (Holistic Opportunities Plan for Enrichment)
This project works with five community-based afterschool programs in Durham, North Carolina, to provide direct tutoring services to youth in grades K–11 who attend those programs.
(Tutoring/Extra Instruction)
Jentleson, B., & Westmoreland, H. (2004). Project H.O.P.E. annual report, 2003–2004 school year. Durham, NC: Duke Univerisity, Office of Community Affairs.
Upton, J., & Whittington, D. (2004). External evaluation: On-site observations February–March 2004. Durham, NC: Institutional Review Consultants.
Jentleson, B., Henderson, E., & Johnson, D. M. (2009). Project H.O.P.E.: Effective university engagement with community afterschool programs. Journal of Youth Development, 4(3). data.memberclicks.com/site/nae4a/JYD_090403final.pdf
Project Outreach
(Family/Community Involvement, Tutoring/Extra Instruction)
Kerbin, D. L. (2000). The Project Outreach extended-day program: A formative evaluation of implementation. Unpublished doctoral dissertation, Wilmington College, New Castle, DE.
Promising Readers Program
This after school tutoring and reading assistance program for struggling K–3 students at a rural elementary school in Mississippi is a literature-based program that engages children in frequent reading and writing, small group skill and strategy instruction, and one-on-one reading.
(Family/Community Involvement, Literacy, Tutoring/Extra Instruction)
Brenner, D., Jayroe, T., & Boutwell, A. (2002). Working with families in the rural south: Findings from the REA funded Promising Readers Program. Cambridge, MA: Harvard Family Research Project. www.hfrp.org/publications-resources/publications-series/family-involvement-research-digests/working-with-families-in-the-rural-south-findings-from-the-rea-funded-promising-readers-program
Quest for Excellence Program
Begun in 1995, the program was a community-based agency composed of local citizens and administered by several clergymen in Monroe, Alabama. Quest collaborated with the Monroe City schools and a local university to provide after school tutoring in reading and math for at-risk children.
(Positive Youth Development, Tutoring/Extra Instruction)
Nelson, J., Gordon, Z., & Dennis, C. (2001). The effect of a community agency's after-school tutoring program on reading and math GPA gains for at-risk tutored students. Education, 121, 4.
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.
Research-Based Model Partnership Education Program
(Positive Youth Development, Tutoring/Extra Instruction)
Tucker, C. M., Herman, K. C., Reid, A. D., Keefer, N. L., & Vogel, D. L. (1998). The Research-Based Model Partnership Education Program: A 4-year outcome study. Journal of Research and Development in Education, 32(1), 32–37.
Tucker, C. M., Chennault, S. A., Brady, B. A., Fraser, K. P., Gaskin, V. T., Dunn, C., et al. (1995). A parent, community, public schools, and university involved partnership education program to examine and boost academic achievement and adaptive functioning skills of African-American students. Journal of Research and Development in Education, 28(3), 174–185.
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.
San Juan Unified School District Summer Intervention Programs
These summer programs are offered in San Juan, Puerto Rico, to promote improvements in basic academic skills among students who are not meeting grade level standards for academic achievement in reading and math.
(Tutoring/Extra Instruction)
Santa Barbara Community Prevention Coalition After School Program
(Family/Community Involvement, Prevention, Tutoring/Extra Instruction)
Morrison, G. M., Storino, M. H., Robertson, L. M., Weissglass, T., & Dondero, A. (2000). The protective function of after-school programming and parent education and support for students at risk for substance abuse. Evaluation and Program Planning, 23(3), 365–371.
Siblings of Children With Developmental Disabilities After School Support Program
Begun in 1996, this program for 9–12-year-old African American children in an East Coast inner city offers group discussions, recreation, and homework assistance to siblings of children with developmental disabilities. The program's goal is to provide developmental and academic opportunities to youth whose parents' time and energy often must be primarily devoted to their children with developmental disabilities.
(Positive Youth Development, Sports/Recreation, Tutoring/Extra Instruction)
Phillips, R. S. C. (1999). Intervention with siblings of children with developmental disabilities from economically disadvantaged families. Families in Society: The Journal of Contemporary Human Services, 80(6), 569–577.
Somali Community Services of Seattle Child Development Program
Established in 1998, this program is designed to meet the needs of Somali children and families in Seattle in transitioning to the U.S. educational system. The program provides tutoring through after school study sessions and also provides parents with knowledge regarding how to use school-based resources and other information for parents to transition successfully to their new community.
(Family/Community Involvement, Tutoring/Extra Instruction, Youth Leadership)
Casey, B., Sullivan, M., & Roble, M. A. (2000). Evaluation report: Somali Community Services of Seattle Child Development Program. Seattle, WA: Seattle Partners for Healthy Communities.
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.
Special Opportunities to Advance in Reading
(Literacy, Tutoring/Extra Instruction)
Dollins, C. A. (2001). The connection between reading and writing for early readers. Unpublished doctoral dissertation, Pepperdine University, Malibu, CA.
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 Bridge
Begun in 1996, this summer program aims to give extra help to low-achieving students in Chicago, Illinois, public schools to remediate poor skills and meet promotional test-score cutoffs.
(Tutoring/Extra Instruction)
Roderick, M., Engel, M., Nagaoka, J., et al. (2003). Ending social promotion: Results from Summer Bridge. Chicago: Consortium on Chicago School Research. ccsr.uchicago.edu/content/publications.php?pub_id=22
Stone, S.I., Engel, M., Nagaoka, J., & Roderick, M. (2005). Getting it right the second time around: Student classroom experience in Chicago’s Summer Bridge Program. Teachers College Record, 107, 935–957.
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 Literacy Passport Course
(Literacy, Tutoring/Extra Instruction)
Belton, D. T. (1997). The effectiveness of summer school literacy passport courses on middle school special education students with learning disabilities. Unpublished doctoral dissertation, George Washington University, Washington, DC.
Summer Opportunity to Accelerate Reading (SOAR)
(Literacy, Prevention, Tutoring/Extra Instruction)
Curry, J., & Zyskowski, G. (1999). SOAR: Summer Opportunity to Accelerate Reading evaluation, 1999. Austin Independent School District, Office of Program Evaluation.
Curry, J. & Zyskowski, G. (2000). SOAR: Summer Opportunity to Accelerate Reading, 2000 evaluation report. Austin Independent School District, Office of Program Evaluation.
Curry, J., & Zyskowski, G. (2001). Summer Opportunity to Accelerate Reading (SOAR) evaluation, 2001. Austin Independent School District, Office of Program Evaluation.
Curry, J., & Zyskowski, G. (2002). Summer Opportunity to Accelerate Reading (SOAR.) evaluation, 2002. Austin Independent School District, Office of Program Evaluation.
www.austin.isd.tenet.edu/about/accountability/ope/reports.phtml
Summer Reading Academy
(Literacy, Tutoring/Extra Instruction)
Durand, B. A. C. (2002). The effect of the Summer Reading Academy on the reading achievement of struggling third grade readers. Unpublished dissertation, University of Houston, Houston, TX.
Summer Science Enrichment Program—University of Tennessee, Memphis
(Science/Technology/Mathematics, Tutoring/Extra Instruction, Vocational Education)
Hardy, J. M. (2000). The effects of a Summer Science Enrichment Program on college enrollment, college majors, and career preferences of inner city youth. Unpublished doctoral dissertation, University of Mississippi, Oxford.
Summer Training and Education Program (STEP)
Begun in 1985, this program was designed to stem summer learning loss of youth at risk of dropping out of school by providing paid summer work and remedial education for disadvantaged youth, ages 14 and 15. The program was implemented in five cities-four on the West Coast and one on the East Coast.
(Prevention, Tutoring/Extra Instruction, Vocational Education)
Grossman, J. B., & Sipe, C. L. (1992). Report on long-term impacts (STEP program). Philadelphia: Public/Private Ventures.
Walker, G., & Vilella-Velez, F. (1992). Anatomy of a demonstration: STEP from pilot through replication and postprogram impacts. Philadelphia: Public/Private Ventures.
Supplemental Education Services and Educational Assistance Program— Pittsburgh, Pennsylvania
In Fall 2004, Pittsburgh Public Schools implemented two out-of-school time tutoring programs to serve students attending schools that fail to meet school-wide academic targets: supplemental educational services (SES) and an educational assistance program (EAP).
(Tutoring/Extra Instruction)
Zimmer, R., Hamiltona, L., & Christina, R. (2010). After-school tutoring in the context of No Child Left Behind: Effectiveness of two programs in the Pittsburgh Public Schools. Economics of Education Review, 29(1), 18–28. doi:10.1016/j.econedurev.2009.02.005 www.sciencedirect.com/science/article/pii/S0272775709000600
Supplemental Educational Services
The U.S. Department of Education’s No Child Left Behind Act of 2001 requires low-performing schools to offer Supplemental Educational Services to students 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.
(Tutoring/Extra Instruction)
U.S. Department of Education, Office of the Under Secretary, Policy and Program Studies Service. (2004). Early implementation of Supplemental Educational Services under the No Child Left Behind Act: Year one report. Washington, DC: Author. www.policystudies.com/studies/school/nclb.html
Sunderman, G. L., & Kim, J. (2004). Increasing bureaucracy or increasing opportunities? School district experience with supplemental educational services. Cambridge, MA: The Civil Rights Project at Harvard University. www.civilrightsproject.ucla.edu/research/esea/increasing_bureaucracy.pdf
U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. (2005). Case studies of supplemental services under the No Child Left Behind Act: Findings from 2003–04. Washington, DC: Author. www.ed.gov/rschstat/eval/disadv/supplementalyear2/index.html
U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. (2007). State and local implementation of the No Child Left Behind Act, Volume I - Title I school choice, supplemental educational services, and student achievement. Washington, DC: Author. www.rand.org/pubs/reprints/RP1265/
U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. (2009). State and local implementation of the No Child Left Behind Act, Volume VII—Title I school choice and supplemental educational Services: Final report. Washington, DC: Author. www.rand.org/pubs/reprints/2009/RAND_RP1383.pdf
Supplemental Educational Services—Hodge Road Elementary School
This program at an elementary school in Raleigh, North Carolina, is part of the national Supplemental Educational Services (SES) program. The U.S. Department of Education’s No Child Left Behind Act of 2001 requires low-performing schools to offer SES to students 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.
(Tutoring/Extra Instruction)
Campbell, B., Hall, M., Johnson, J. L., Johnson, J., & Raspberry, G. (2006). Hodge Road Elementary School SES evaluation. Raleigh, NC: Wake County Public School System.
Paeplow, C., & Baenen, N. (2006). Evaluation of Supplemental Educational Services at Hodge Road Elementary School 2005-06. Raleigh, NC: Wake County Public School System. www.wcpss.net/evaluation-research/reports/2006/0609ses_hodge_revised.pdf
Supplemental Educational Services—Tennessee
Operating in Tennessee, this program is designed to provide extra academic assistance for students from low-income families who attend poorly performing schools.
(Tutoring/Extra Instruction)
Potter, A., Ross, S. M., Paek, J., McKay, D., Ashton, J., & Sanders, W. L. (2007). Supplemental Educational Services in the state of Tennessee: 2005–2006 (2004–2005 student achievement results). Memphis, TN: Center for Research in Educational Policy.
Paek, J., McKay, D., Harrison, L., Ross, S. M., & Fedde, F. (2008). Supplemental Educational Services in the state of Tennessee: 2006–2007. Memphis, TN: Center for Research in Educational Policy.
Center for Research in Educational Policy. (2008). Supplemental Educational Services in the State of Tennessee: 2006–2007 student achievement analysis. Memphis, TN: Author.
Neergaard, L. L., Harrison, L. W., Ford, J. , Paek, J., Ross, S. M., & Mount, A. (2008). Supplemental Educational Services in the state of Tennessee: 2007–2008. Memphis, TN: Center for Research in Educational Policy.
Center for Research in Educational Policy. (2008). Supplemental Educational Services in the State of Tennessee: 2007–2008 student achievement results. Memphis, TN: Author.
www.state.tn.us/education/fedprog/fpses.shtml
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.
TEACH (Teen Educators Advocating for Community Health)
(Prevention, Service-Learning/Civic Engagement, Tutoring/Extra Instruction)
Camras, M. (n.d.). Teen Educators Advocating for Community Health (TEACH): Citizenship development in minority youth. Unpublished dissertation, University of California, San Diego.
Teach Baltimore
Founded in 1992, this intensive summer academic program recruits and trains university students to provide at least 7 weeks of instruction to low-income kindergarten to second grade students in Baltimore, Maryland. Its primary goals are to prevent summer learning loss, provide intensive reading instruction, and make learning fun.
(Literacy, Tutoring/Extra Instruction)
Borman, G., Rachuba, L., Hewes, G., Boulay, M., & Kaplan, J. (2001). Can a summer intervention program using trained volunteer teachers narrow the achievement gap? First-year results from a multi-year study. ERS Spectrum, 19(2), 19–29.
Borman, G. D., & Dowling, N. M. (2006). The longitudinal achievement effects of multi-year summer school: Evidence from the Teach Baltimore randomized field trial. Educational Evaluation and Policy Analysis, 28, 25–48.
Texas Optional Extended Year Program
The purpose of this program is to provide students with “additional instructional time” to master the state's challenging content standards and student performance standards. Students served by this program are those identified as likely not to be promoted to the next grade.
(Tutoring/Extra Instruction)
Denton, J. J. (year unknown). OEYP cost study. Publisher unknown.
Washington, W. (1998). Optional Extended Year Program. Austin, TX: Office of Program Evaluation, Austin Independent School District.
Willson, V. L., O'Dell, L., Palmer, D., Denton, J., Bragg, J., Humphries-Wadsworth, T., et al. (1999). Optional Extended-Year Program evaluation. College Station: The Educational Research and Evaluation Laboratory, Department of Educational Psychology, Texas A&M University.
Washington, W. (2002). Optional Extended Year Program summary, 2001–2002. Austin, TX: Office of Program Evaluation, Austin Independent School District. www.austinisd.org/inside/docs/ope_OEYPReport 01-02.pdf
Moellmer, A., & Castaneda, S. (2005). The Optional Extended-Year Program: Evaluation of activities. Austin, TX: Texas Education Agency. ritter.tea.state.tx.us/opge/progeval/OutOfSchoolLearning/oeyp04_eval.pdf
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, TX: Texas Education Agency. ritter.tea.state.tx.us/opge/progeval/OutOfSchoolLearning/21cclc_02-07_FinalReport.pdf
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
Tolleson Elementary School District Tutoring Program
(Tutoring/Extra Instruction)
Hale, J. J. (1997). A descriptive case study of an after-school tutoring procedure in a mastery learning program. Unpublished doctoral dissertation, Northern Arizona University, Flagstaff.
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
Tutorial Assistance Grant Program
(Literacy, Tutoring/Extra Instruction)
Dossett, D. (2002). Tutorial Assistance Grant Program 2001–2002: Evaluation report. Louisville, KY: Jefferson County Public Schools.
Tutoring Incentive Program—Austin, Texas
Piloted in 2009, this program provides additional algebra instruction for ninth grade students enrolled in Algebra I at a high school in Austin Texas. Students are required to attend the program after school 2 days per week and on Saturdays.
(Tutoring/Extra Instruction)
Austin Independent School District Department of Program Evaluation. (2009). Tutoring Incentive Program at Eastside Memorial High School. Spring 2009. Austin, TX: Author. www.austinisd.org/inside/docs/ope_TIP_Tutoring_Report_20090713.pdf
Wake County Public Schools Summer Academy
(Tutoring/Extra Instruction)
Holdzkom, D. (2002). Summer Academy in the Wake County Public Schools: An evaluation of the 2001 program (E&R Report No. 02.07). Wake County, NC: Wake County Public School System, Department of Evaluation and Research. www.wcpss.net/evaluation-research/reports/report_topics/summer-academy.htm
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.
Walnut Terrace After-School Program
(Positive Youth Development, Sports/Recreation, Tutoring/Extra Instruction)
Kivel, B. D., & Todd, G. (1999). Final report: Evaluation of Walnut Terrace After-School Program. Chapel Hill: Department of Recreation and Leisure Studies, University of North Carolina. rptsweb.tamu.edu/Faculty/Witt/conpubs/kivel99.htm
Washington Reading Corps
Begun in 1998, the program aims to help kindergarten through sixth graders in Washington State who need help in reading.
(Literacy, Tutoring/Extra Instruction)
Ward, B., & Wang, C. (2000). Evaluation report Washington Reading Corps: Impacts of national service and the community 1999–2000. Portland, OR: Northwest Regional Educational Laboratory.
Roccograndi, A., & Stevens, F. (2002). Washington Reading Corps: 2001–2002 evaluation report, volume 1. Portland, OR: Northwest Regional Educational Laboratory.
Roccograndi, A. (2004). Washington Reading Corps: 2003–2004 evaluation report. Portland, OR: Northwest Regional Educational Laboratory.
Northwest Regional Educational Laboratory. (n.d.). 2002–03 survey and assessment results. Portland, OR: 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
YouthBuild USA
Incorporated in 1990, this national youth and community development program is designed to run on a 12-month cycle and offers job training, education, counseling, and leadership development opportunities to unemployed and out-of-school young adults, ages 16 to 24, through the construction and rehabilitation of affordable housing.
(Tutoring/Extra Instruction, Vocational Education, Youth Leadership)
Ferguson, R. F., Clay, P., Snipes, J. C., & Roaf, P. (1996). YouthBuild in developmental perspective: A formative evaluation of the YouthBuild Demonstration Project. Cambridge, MA: Harvard University, Massachusetts Institute of Technology, & Public/Private Ventures.
Hahn, A., Leavitt, T. D., Horvat, E. M., & Davis, J. E. (2004). Life after YouthBuild: 900 YouthBuild graduates reflect on their lives, dreams, and experiences. Somerville, MA: YouthBuild U.S.A. www.youthbuild.org/site/c.htIRI3PIKoG/b.1287549/k.6659/Graduate_Research_Report.htm
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.