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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Choose a program type below to see to a list of all programs and evaluations or research studies in that category or click on the Research Studies category to see out-of-school time research studies.
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4-H Afterschool–3 California Counties: Life Skills Development
This study examined the effectiveness of 4-H after school programs in three California counties in developing life skills among children in grades K–6.
(Positive Youth Development, Research Studies)
Junge, S. K., Manglallan, S., & Raskauskas, J. (2003). Building life skills through afterschool participation in experiential and cooperative learning. Child Study Journal, 33(3), 165–174.
4-H and Youth Development Program—East Texas Region Study of Minority Participation
This study analyzed minority participation in a 4-H and Youth Development Program in Texas.
(Positive Youth Development, Research Studies)
Williams, M., & Howard, J. W. (2007). Analysis of minority participation in Texas’ east region 4-H and youth development program in relationship to leadership, marketing, and educational opportunities. Journal of Youth Development 2(2). data.memberclicks.com/site/nae4a/JYD_070202final.pdf
4-H Camp Counselor Alumni Study—Ohio
This study examines perceptions of Ohio 4-H camp counselor alumni about the skills gained and transfer of these skills to other settings.
(Research Studies)
Digby, J. K., & Ferrari. T. M. (2007). Camp counseling and the development and transfer of workforce skills: The perspective of Ohio 4-H camp counselor alumni. Journal of Youth Development 2(2). data.memberclicks.com/site/nae4a/JYD_070202final.pdf
4-H Camp Empowerment Evaluation
This three-year study examined a purposive sample representing 4-H camp’s diverse camping groups, all of which served 10 to 15 year-olds. These included a traditional youth camp, a special audience camp, and a wildlife/hunter safety theme camp.
(Positive Youth Development, Research Studies, Sports/Recreation)
Silliman, B., & Shutt, G. (2010). Weaving evaluation into the fabric of youth development (Article No. 100503FA003). Journal of Youth Development, 5(3). http://web.memberclicks.com/mc/page.do?sitePageId=100191&orgId=nae4a
4-H Council—Texas: Leadership and Emotional Intelligence
Conducted in 2005–2006, this study examines whether higher levels of leadership among Texas 4-H Council members positively correlate with higher levels of emotional intelligence.
(Research Studies)
Leech, K. K., Boleman, C. T., Akers, C., & Boyd, B. L. (2008). Do higher levels of 4-H leadership affect emotional intelligence? Journal of Youth Development, 3(3). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
4-H Environmental Impact Program—Oklahoma: Youth–Adult Partnerships
Conducted in 2005–2006, this study examined whether youth and adult participants in a 4-H program in Oklahoma perceived youth–adult partnerships as an effective means to enhance youth’s life skills development.
(Research Studies, Youth Leadership)
Sallee, J., & Cox, C. (2008). Perceived effectiveness of youth–adult partnerships on enhancing life skill development through 4-H. Journal of Youth Development, 3(3). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
4-H Impact Studies in Six Western States
Between 2000 and 2007, six western states conducted individual impact studies using public school youth in grades 5, 7, and 9. The purpose was to illustrate the impact that participating in 4-H had on youth. Areas of study include risk behaviors, leadership positions held, helping others, close relationships with adults, self-identity, character, self-confidence, and empowerment.
(Positive Youth Development, Research Studies, Youth Leadership)
Seevers, B. S., Hodnett, F., & Van Leeuwen, D. (2011). Findings of 4-H impact studies in six western states. Journal of Extension, 49(4). www.joe.org/joe/2011august/pdf/JOE_v49_4a4.pdf
4-H Pennsylvania: Factors Affecting Teen Involvement
The purpose of this study was to examine factors that affect Pennsylvania 4-H member (ages 13–18) involvement in 4-H programming.
(Positive Youth Development, Research Studies)
Gill, B. E., Ewing, J. C., & Bruce, J. A. (2010). Factors affecting teen involvement in Pennsylvania 4-H programming. Journal of Extension, 48(2). www.joe.org/joe/2010april/a7.php
4-H Staffing Patterns and Trends Study
Conducted in 2006, this study consisted of a national survey of 4-H programs about current staffing structures.
(Positive Youth Development, Research Studies)
Astroth, K. A. (2007). Making the best better: 4-H staffing patterns and trends in the largest professional network in the nation. Journal of Youth Development 2(2). data.memberclicks.com/site/nae4a/JYD_070202final.pdf
4-H Study of Positive Youth Development
Begun in 2002, this longitudinal study is designed to test a theoretical model about the role of developmental assets in the promotion of positive youth development. The study focuses on 4-H sites located in 13 states.
(Positive Youth Development, Research Studies)
Theokas, C., Lerner, J. V., Phelps, E., & Lerner, R.M. (2006). Cacophony and change in youth after school activities: Findings from the 4-H study on positive youth development. Journal of Youth Development, 1(1). www.national4-hheadquarters.gov/library/Theokas_JYD_May06.pdf
Li, Y., Bebiroglu, N., Phelps, E., Lerner, R. M., & Lerner, J. V. (2008). School engagement and positive youth development: Findings from the 4-H Study of Positive Youth Development. Journal of Youth Development 3(3). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
Lerner, R. M., Lerner, J. V., Phelps, E. & Colleagues. (2008). The 4-H study of positive youth development: Report of the findings from the first four waves of data collection: 2002-2003, 2003-2004, 2004-2005, and 2005-2006. Medford, MA: Institute for Applied Research in Youth Development, Tufts University ase.tufts.edu/iaryd/documents/4HStudyAnnualReport2008.pdf
Balsano, A. B., Phelps, E., Theokas, C., Lerner, J. V., & Lerner, R. M. (2009). Patterns of early adolescents' participation in youth development programs having positive youth development goals. Journal of Research on Adolescence, 19(2): 249–259.
Lerner, R. M., Lerner, J. V., & Phelps, E. (2009). Waves of the future: The first five years of the 4-H study of positive youth development. Medford, MA: Tufts University. www.4-h.org/uploadedFiles/About_4-H/Research/4-H-study-of-positive-youth-development.pdf
Lerner, R. M., & Lerner, J. V. (2009). Waves of the future: Report of the findings from the first six years of the 4-H Study of Positive Youth Development. Medford, MA: Tufts University.www.4-h.org/uploadedFiles/About_Folder/Research/Tufts_Data/4-H-Positive-Youth-Development-Study-Wave-6.pdf
4-H Study of Youth Voice in the Decision-Making Process
This national study examines obstacles to youth voices in the decision-making process in the 4-H youth development program. Data were collected in 2006 through surveys of 4-H program leaders, youth development specialists, and youth agents/educators.
(Research Studies, Youth Leadership)
Fox, J., Tarifa, T., & Machtmes, K. (2008). A qualitative examination of youth voice in the decision-making process within the 4-H Youth Development Program: Promoting promising practices in overcoming barriers. Journal of Youth Development, 3(3).
Tarifa, T. Machtmes, K., Fox, J. E., & Johnson, E. (2009). Factors affecting youth voice in decision-making processes within youth development programs. Journal of Youth Development, 4(4). data.memberclicks.com/site/nae4a/JYD_090404final.pdf
4-H Virginia—Study of Post-Secondary Education and Career Aspirations
Conducted in 2008, this study examined the extent to which adolescents’ participation in the Virginia 4-H Youth Development Program may be linked to the participants’ post-secondary education and career aspirations.
(Research Studies, Vocational Education)
Williams, B., Thompson, J., Taylor, T., & Sanders, K. E.. (2010) The impact of a youth development program on secondary students’ career aspirations (Article No. 100503FA006). Journal of Youth Development, 5(3). http://web.memberclicks.com/mc/page.do?sitePageId=100191&orgId=nae4a
4-H: Volunteer Support Study
Conducted in 2005 in a Southeastern state, this study examined the mediating influence of volunteer support on the relationship between contextual influences (e.g., organizational features and youth education experiences) and life skill outcomes.
(Positive Youth Development, Research Studies)
Fogarty, K., Terry, B., Pracht, D., & Jordan, J. (2009). Organizational supports and youth life skill development: Adult volunteers as mentors, managers and “mediators.” Journal of Youth Development, 4(4). data.memberclicks.com/site/nae4a/JYD_090404final.pdf
4-H—Leadership Life Skills Study
The goals of this study were to determine whether youth involved in 4-H gain leadership skills through 4-H activities and to examine which skills are developed.
(Positive Youth Development, Research Studies, Youth Leadership)
Clark, C., Wilcoxen, C., Geitner, C., White, D., Anderson, S., & Baker, D. (1998). Assessing leadership life skills gained through 4-H. Urbana, IL: Illinois Extension Service.
A Framework for Understanding Quality Out-of-School-Time Programs
This study began in 2002 to address the following questions: What are the keys to developing quality out-of-school-time programs? What is the relationship between high quality programming and high quality organizations?
(Research Studies)
Flores, K. S. (2010). A dynamic framework for understanding the complex work of quality out-of-school-time programs. New York: The Robert Bowne Foundation. www.robertbownefoundation.org/pdf_files/2010_dynamic_framework_full.pdf
Achieve Boston Massachusetts Out-of-School Time Workforce Study
This study used available data to outline the characteristics of the OST workforce in Massachusetts in order to help identify the professional development needs of the field.
(Research Studies)
Dennehy, J., & Noam, G. G. (2005). Evidence for action: Strengthening after-school programs for all children and youth: The Massachusetts out-of-school time workforce. Wellesley, MA: Wellesley Centers for Women. www.pearweb.org/pdfs/OSTWorkforceReport.pdf
After-School Care and Children's Development Study
This study contrasted the experiences of eighth graders in three states who attended afterschool programs with those of their peers who did not attend the programs.
(Research Studies)
Pierce, K. M., Hamm, J. V., & Vandell, D. L. (1999). Experiences in after-school programs and children's adjustment in first-grade classrooms. Child Development, 70(3), 756–767.
Pierce, K. M., Bolt, D. M., & Vandell, D. L. (2010). Specific features of after-school program quality: Associations with children's functioning in middle childhood. American Journal of Community Psychology, 45(3&4), 381–393.
childcare.gse.uci.edu/des4.html
After-School Needs and Resources of a Low-Income Urban Community
This study consisted of a comprehensive survey of the afterschool needs of a low-income urban community in a large Midwestern city. Data were gathered to document the need for afterschool programming, tap program preferences, and uncover barriers to participation and enrollment.
(Research Studies)
Sanderson, R. C., & Richards, M. H. (2010). The after-school needs and resources of a low-income urban community: Surveying youth and parents for community change. American Journal of Community Psychology, 45(3&4), 430–440.
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
After-School Programs in Illinois
Three major studies were undertaken to help the state of Illinois to understand the need for after school programs, to determine what after school programs and out-of-school learning currently exist in Illinois, and to learn more about the barriers encountered by program and factors promoting program effectiveness.
(Research Studies, System-Building)
Center for Prevention Research and Development. (2002). Assessing the current status of after-school programs in Illinois: Findings from the after-school program site visits: Study III. Champaign, IL: Author.
Center for Prevention Research and Development. (2002). Assessing the needs for after-school programs and services for Illinois children and families: Study I. Champaign, IL: Author.
Center for Prevention Research and Development. (2002). Assessing the current status of after-school programs in Illinois: Findings from a web-based survey: Study II. Champaign, IL: Author.
After-School Programs in the St. Louis Region
This study focuses on the supply of licensed and school-based programs in St. Louis, Missouri, for children and youth.
(Research Studies, System-Building)
St. Louis for Kids. (2003). When school is out: After-school programs in the St. Louis region. St. Louis, MO: Author.
Afterschool Programs as an Oasis of Hope for Black Parents in Four Cities
This study, conducted in 2006–2007, examines the opinions of low-income and working-class Black parents regarding the quality and importance of public school- and community-based after school programs. Data were collected from three cities: Detroit, Milwaukee, Washington, DC, and Philadelphia.
(Family/Community Involvement, Research Studies)
Robinson, G., & Fenwick, L. (2007). Afterschool programs as an oasis of hope for black parents in four cities. Washington, DC: The Black Alliance for Educational Options. www.baeo.org/files/mottSummary.pdf
Baltimore County Middle School After-School Collaboration Project: Study of Adolescent Attrition
Conducted during the 2006–2007 school year, this study identifies the reasons for nonattendance in a sample of after school programs serving middle school students in Baltimore County, Maryland.
(Research Studies)
Okeke, L. (2008). Attrition in adolescent after-school programs: Addressing the concern via interviews with program dropouts. Journal of Youth Development, 3(3). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
Before and After School Activities in Connecticut's Elementary and Middle Schools
This study reports on the before and after school activities available at Connecticut’s elementary and middle schools based on a 2001 survey. The goal was to provide insights into activities currently available, barriers to operating and accessing these activities, and opportunities for enhancing the activities in the future.
(Research Studies, System-Building)
Spectrum Associates. (2002).Before and after school activities in Connecticut’s elementary and middle schools. Farmington, CT: Author. www.ct.gov/opm/LIB/opm/CJPPD/CjJjyd/JjydPublications/BeforeAfterSchoolStudy2002.pdf
Capturing Youth Voice to Assess Learning in Urban Youth Development Programs
This study assesses the nature of the learning experiences and the learning environments in urban youth out-of-school programs.
(Complementary Learning, Research Studies)
Skuza, J. A., & Russo, J. P. (2008). Capturing youth voice to assess learning in urban youth development programs. Journal of Youth Development, 2(3). data.memberclicks.com/site/nae4a/JYD_070203final.pdf
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
Children’s Environmental Learning After School Study
This study examined fifth and sixth grade youth who participated in an after school program in New York, New York, to discover and foster their knowledge of animal behavior, ecology, and vulnerability.
(Complementary Learning, Research Studies)
Douglas, J. A., & Katz, C. (2009). It’s all happening at the zoo: Children’s environmental learning after school. Afterschool Matters, 8: 36–45. www.robertbownefoundation.org/pdf_files/2009_asm_spring.pdf
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
Cost of Out-of-School Time Study
This study examines the costs of 111 diverse, quality out-of-school time programs in 6 cities: Boston, Massachusetts; Charlotte, North Carolina; Chicago, Illinois; Denver, Colorado; New York, New York; and Seattle, Washington. Data were collected 2007–2008.
(Research Studies)
Lind, C., Relave, N., Deich, S., Grossman, J., & Gersick, A. (2006). The costs of out-of-school-time programs: A review of the available evidence. Philadelphia: Public/Private Ventures. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/costs-of-ost-programs.aspx
Grossman, J. B., Lind, C., Hayes, C., McMaken, J., & Gersick, A. (2009). The cost of quality out-of-school-time programs. Philadelphia: Public/Private Ventures. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/The-Cost-of-Quality-Out-of-School-Time-Programs.aspx
Hayes, C., Lind, C., Grossman, J. B., Stewart, N., Deich, S. Gersick, A., McMaken, J., & Campbell, M. (2009). Investments in building citywide out-of-school-time systems: A six-city study. Philadelphia: Public/Private Ventures. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/Investments-in-Building-Citywide-Out-of-School-Time-Systems-A-Six-City-Study.aspx
Denver Public Schools Department of Extended Learning and Community Schools After-School Programming
This study, conducted during the 2005–2006 school year, examines the district-operated school-based, out-of-school-time programs in Denver, Colorado, serving elementary and middle school students.
(Research Studies)
Leake, R., & Gardner, V. A. (2006) Denver Public Schools Department of Extended Learning and Community Schools out-of-school-time evaluation report: 2005-2006 school year. Denver, CO: JVA Consulting, LLC. www.denvergov.org/Portals/391/documents/2005-2006%20DPS%20Report_112896.pdf
Developing Social Capital Through Participation in Organized Youth Programs
This study explores how three organized youth programs serve as a context in which youth are connected to resource-bearing adults in the community who promote social capital development. Two of the programs, one of which focused on arts education and the other on youth activism, are located in a large Midwestern city. The third is an agriculture-focused after school program located in a small rural community.
(Complementary Learning, Positive Youth Development, Research Studies)
Jarrett, R. L., Sullivan, P. J., & Watkins, N. D. (2005). Developing social capital through participation in organized youth programs: Qualitative insights from three programs. Journal of Community Psychology, 33(1), 41–55. www.youthdev.uiuc.edu/Documents/JarrettSullivanWatkins2005.pdf
Differential Role of Youth Development Program Participation for Latina/o Adolescents
The purpose of this study is to investigate the long-term embedded role of out-of-school time program participation in the context of Latina/o youth’s pathways to college.
(Culture/Heritage, Research Studies)
Nelson, I. (2009). Differential role of youth development program participation for Latina/o adolescents. Afterschool Matters, 9: 20–33. www.robertbownefoundation.org/pdf_files/2009_asm_fall.pdf
Effect of a Structured Aerobic Exercise Program on Overweight Children
This study tested the effect of a structured afterschool aerobic exercise program on anger expression in healthy overweight children, aged 7–11, in Augusta, Georgia.
(Health, Research Studies, Sports/Recreation)
Tkacz, J., Young-Hyman, D., Boyle, C. A., & Davis, C. L. (2008). Aerobic exercise program reduces anger expression among overweight children. Pediatric Exercise Science, 20(4), 390–401. www.ncbi.nlm.nih.gov/pmc/articles/PMC2678873/#S1
Petty, K. H., Davis, C. L., Tkacz, J., Young-Hyman, D., & Waller, J. L. (2009). Exercise effects on depressive symptoms and self-worth in overweight children: A randomized controlled trial. Journal of Pediatric Psychology, 34, 929–939.
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.
Elements of a Quality After School Program —Stark County, Ohio
This study, conducted in 2002, examined the elements of quality extended learning or after school child care in Stark County, Ohio. The purpose of the study was to create a tool with criteria for the selection of programs to be funded by foundations and a tool for the validation of the effectiveness of funded programs.
(Research Studies)
O’Neill, A., Rochford, J., & Wales, J. (2002). Elements of a quality after school program: Formulating a Stark County vision. Canton, OH: Stark Education Partnership. www.edpartner.org/pdfs/afterschool.pdf
Engaging Older Youth: Program and City-level Strategies to Support Sustained Participation in Out-of-School Time
This study examined out-of school time programs across 6 diverse cities (Chicago, Illinois, Cincinnati, Ohio, New York, New York, Providence, Rhode Island, San Francisco, California and Washington, DC) with high participation and retention rates, primarily serving low-income youth, in order to identify the program characteristics found to be the most successful in retaining older youth, as well as the strategies that cities use to support participation.
(Research Studies)
Deschenes, S. N., Arbreton, A., Little, P. M., Herrera, C., Grossman, J. B., Weiss, H.B., with Lee, D. (2010). Engaging older youth: Program and city-level strategies to support sustained participation in out-of-school time. Cambridge, MA: Harvard Family Research Project. www.hfrp.org/out-of-school-time/publications-resources/engaging-older-youth-program-and-city-level-strategies-to-support-sustained-participation-in-out-of-school-time
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
Essential Elements of Quality After-School Programs Study
This study aimed to identify after school programs that have been found through scientific studies to be effective and the core elements that contributed to their effectiveness. To accomplish this, a comprehensive search and review was conducted of major studies, prior reviews, and meta-analyses on after school programming from 2000 through 2005 for elements and programs proven to be effective through empirical research.
(Research Studies)
Hammond, C., & Reimer, M. (2006). Essential elements of quality after-school programs study. Clemson, SC: National Dropout Prevention Center/Network. www.dropoutprevention.org/pubs/pdfs/Essential_Elements_of_Quality_AfterSchool_Programs.pdf
Evaluations of After-School Programs: A Meta-Evaluation of Methodologies and Narrative Synthesis of Findings
A comprehensive search for after school evaluations was completed in order to conduct a meta-evaluation of evaluation methodologies used and to synthesize the findings of the evaluations.
(Research Studies)
Scott-Little, C., Hamann, M. S., & Jurs, S. G. (2002). Evaluations of after-school programs: A meta-evaluation of methodologies and narrative synthesis of findings. American Journal of Evaluation, 23(4), 387–419.
Experience Sampling Study
The goal of the study was to contrast the experiences of youth who attended afterschool programs with the experiences of comparison youth who did not attend the programs. Data were collected on eighth graders enrolled in 8 schools in 3 states.
(Research Studies)
Vandell, D. L., Shernoff, D. J., Pierce, K. M., Bolt, D. M., Dadisman, K., & Brown, B. B. (2005). Activities, engagement, and emotion in after-school programs (and elsewhere). In H. B. Weiss, P. M. D. Little, & S. M. Bouffard (Eds.), New directions for youth development: No. 105. Participation in youth programs: Enrollment, attendance, and engagement (pp. 121–129). San Francisco: Jossey-Bass.
Shernoff, D. J., & Vandell, D. L. (2007). Engagement in after-school program activities: Quality of experience from the perspective of participants. Journal of Youth and Adolescence, 36, 891–903.
Shernoff, D. J., & Vandell, D. L. (2008). Youth engagement and quality of experience in afterschool programs. Afterschool Matters Occasional Papers Series, 9, 1–11. www.robertbownefoundation.org/pdf_files/occasional_paper_09.pdf
childcare.gse.uci.edu/des2.html
Factors that Contribute to Older Youth Leaving the 4-H Program
This study examined the reasons for leaving 4-H with the ultimate goal of improving retention of older members. Specific study objectives were to explore reasons why youth chose not to re-enroll in the program, identify barriers to participation, and determine what conditions would facilitate participation. Study participants consisted of older youth who were enrolled in 4-H in a community club in 2007 in Erie County, Ohio, but who did not re-enroll in 2008.
(Research Studies)
Albright, M. B., & Ferrari, T. M. (2010.) “Push” and “pull”: A qualitative study of factors that contribute to older youth leaving the 4-H program (Article No. 100503FA005). Journal of Youth Development, 5(3). web.memberclicks.com/mc/page.do?sitePageId=100191&orgId=nae4a
Family Participation in After-School Study
Conducted 2003–2004, this nationwide study examines programs that provide expanded learning opportunities for youth in a safe, drug-free, and supervised environment.
(Family/Community Involvement, Multi-Component/Comprehensive, Research Studies)
Weiss, A. R., & Brigham, R. A. (2003). The family participation in after-school study. Boston, MA: Institute for Responsive Education.
Strickland, C. S. (with Jean, I.). (2005). Promising Practices that promote family participation in after school programs: Another link to positive educational outcomes. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada. Institute for Responsive Education.
Fast Track
Begun in 1991, this project was designed to prevent serious antisocial behavior and related adolescent problems in three successive cohorts of children selected as being at high risk when entering first grade. This program is based on the hypothesis that improving child competencies, parenting effectiveness, school context, and school–home communication will, over time, contribute to preventing antisocial behavior across the period from early childhood through adolescence.
(Complementary Learning, Positive Youth Development, Research Studies)
Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67, 631–647.
Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648–657. [Reprinted in M.E. Hertzig & E.A. Farber (Eds.), Annual progress in child psychiatry and child development, 2000–2001. New York: Brunner-Routledge.]
Orrell-Valente, J. K., Pinderhughes, E. E., Valente, E., Laird, R. D., and the Conduct Problems Prevention Research Group. (1999). If it's offered, will they come? Influences on parents' participation in a community-based conduct problems prevention program. American Journal of Community Psychology, 27, 753–783.
Conduct Problems Prevention Research Group. (2002). Evaluation of the first 3 years of the Fast Track prevention trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30, 19–36.
Conduct Problems Prevention Research Group. (2002). Predictor variables associated with positive Fast Track outcomes at the end of third grade. Journal of Abnormal Child Psychology, 30, 37–52.
Conduct Problems Prevention Research Group. (2002). Using the Fast Track randomized prevention trial to test the early-starter model of the development of serious conduct problems. Development and Psychopathology, 14, 925–943.
Bierman, K. L., Bruschi, C., Domitrovich, C., Fang, G. F., Miller-Johnson, S., & the Conduct Problems Prevention Research Group. (2004). Early disruptive behaviors associated with emerging antisocial behaviors among girls. In M. Putallaz & K. L. Bierman (Eds.), Aggression, antisocial behavior, and violence among girls (pp. 137–161). New York: Guilford Press.
Hill, L. G., Lochman, J. E., Coie, J. D., Greenberg, M. T., & Conduct Problems Prevention Research Group. (2004). Effectiveness of early screening for externalizing problems: Issues of screening accuracy and utility. Journal of Consulting and Clinical Psychology, 72, 809–820.
Foster, E. M., Fang, G. Y., & the Conduct Problems Prevention Research Group. (2004). Alternative methods for handling attrition: An illustration using data From the Fast Track evaluation. Evaluation Review, 28, 434–464.
Rabiner, D. L., Malone, P. S., & the Conduct Problems Prevention Research Group. (2004). The impact of tutoring on early reading achievement for children with and without attention problems. Journal of Abnormal Child Psychology, 32, 273–284.
Lavallee, K. L., Bierman, K. L., Nix, R. L, & the Conduct Problems Prevention Research Group. (2005). The impact of first-grade "Friendship Group" experiences on child social outcomes in the Fast Track program. Journal of Abnormal Child Psychology, 33(3), 307-324.
Bierman, K. L., Nix, R. L., Maples, J. J., Murphy, S. A., & Conduct Problems Prevention Research Group. (2006). Examining clinical judgment in an adaptive intervention design: The Fast Track Program. Journal of Consulting and Clinical Psychology, 74(3), 468–481.
Foster, E. M., Jones, D. E., & the Conduct Problems Prevention Research Group. (2006). Can a costly intervention be cost-effective? An analysis of violence prevention. Archives of General Psychiatry, 63, 1284–1291.
Muschkin, C. G., Malone, P. S., & Conduct Problems Prevention Research Group. (2007). Multiple teacher ratings: An evaluation of measurement strategies. Educational Research and Evaluation, 13, 71–86.
Conduct Problems Prevention Research Group. (2007). Fast Track randomized controlled trial to prevent externalizing psychiatric disorders: Findings from Grades 3 to 9. Journal of the American Academy of Child & Adolescent Psychiatry, 46(10), 1250–1262.
Foster, E. M., Jones, D., & Conduct Problems Prevention Research Group. (2007). The economic analysis of prevention: An illustration involving the Fast Track Project. Journal of Mental Health Policy and Economics. 10(4), 165–175.
Hillemeier, M., Foster, E. M., Heinrichs, B., Heier, B., & the Conduct Problems Prevention Research Group. (2007). Racial differences in parental reports of attention-deficit/hyperactivity disorder behaviors. Journal of Developmental and Behavioral Pediatrics, 28, 353–361.
Jones, D., Foster, E. M., & the Conduct Problems Prevention Research Group. (2008). Service use patterns for adolescents with ADHD and comorbid conduct disorder. Journal of Behavioral Health Services and Research, 36(4), 436–449.
Stearns, E., Dodge, K. A., Nicholson, M., & the Conduct Problems Prevention Research Group. (2008). Peer contextual influences on the growth of authority acceptance problems in early elementary school. Merrill-Palmer Quarterly, 54(2), 208–231.
Conduct Problems Prevention Research Group. (2009). The difficulty of maintaining positive intervention effects: A look at disruptive behavior, deviant peer relations, and social skills during the middle school years. Journal of Early Adolescence, 30(4), 593-624.
Jones, D., Godwin, J., Dodge, K. A., Bierman, K. L., Coie, J. D., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. E. (2010). Impact of the Fast Track Prevention Program on health services use by conduct-problem youth. Pediatrics, 125(1), 130–136.
GEMS (Girls health Enrichment Multi-site Studies)
Begun in 1999 and concluded in 2006, this project consisted of a collection of four studies designed to develop and test interventions to prevent excessive weight gain by African American girls as they enter and proceed through puberty. These studies were conducted at sites in Texas, Minnesota, California, and Tennessee.
(Health, Research Studies, Sports/Recreation)
Kumanyika, S. K., Obarzanek, E., Robinson, T. N., & Beech, B. (Eds.) (2003) Phase 1 of the Girls health Enrichment Multi-site Studies (GEMS) [Issue supplement]. Ethnicity & Disease, 13(1S1). www.ishib.org/sup_13_1_1_toc.asp
Baranowski, T., Klesges, L. M. Cullen, K. W., & Obarzanek, E. (Eds.) (2004). Measurement in the GEMS obesity prevention studies [Issue supplement]. Preventive Medicine, 38(S1).
Story, M., Sherwood, N. E., & Obarzanek, E. (Eds.) (2004). Correlates of BMI, body fat, dietary intake, and physical activity among 8- to 10-Year-Old African-American Girls: Girls Health Enrichment Multisite Studies Phase 1 [Issue supplement]. Obesity Research 12(S9). www.nature.com/oby/journal/v12/n9s/index.html
Robinson, T. N., Kraemer, H. C., Matheson, D. M., Obarzanek, E., Wilson, D. M., Haskell, W. L., . . . & Killen, J. D. (2008). Stanford GEMS phase 2 obesity prevention trial for low-income African-American girls: design and sample baseline characteristics. Contemporary Clinical Trials, 29(1), 56–69.
Robinson, T. N., Matheson, D. M., Kraemer, H. C., Wilson, D. M., Obarzanek, E., Thompson, N. S., . . . & Killen, J. D. (2010). A randomized controlled trial of culturally tailored dance and reducing screen time to prevent weight gain in low-income African American girls: Stanford GEMS. Archives of Pediatrics & Adolescent Medicine, 164(11), 995–1004.
Klesges R. C., Obarzanek, E., Kumanyika S., Murray D. M., Klesges, L. M., Relyea, G. E., . . . & Slawson, D. L. (2010).The Memphis Girls' health Enrichment Multi-site Studies (GEMS): An evaluation of the efficacy of a 2-year obesity prevention program in African American girls. Archives of Pediatrics & Adolescent Medicine, 164(11), 1007–14.
HOP'N After-School Project
This research study examines how to deliver evidence-based programs through existing after school programs to promote healthful physical activity and nutrition and prevent obesity in youth. Participating in the initial study are eight elementary schools in Lawrence, Kansas.
(Health, Research Studies, Sports/Recreation)
Trost, S., Rosenkranz, R., & Dzewaltowski, D. A. (2008). Physical activity levels among children attending after school programs. Medicine and Science in Sports and Exercise, 40(4), 622–629.
Coleman, K. J., Geller, K. S., Rosenkranz, R. R., & Dzewaltowski, D. A. (2008). Physical activity and healthy eating in the after school environment. Journal of School Health, 78(12), 633–640.
Dzewaltowski, D. A., Rosenkranz, R., Geller, K. S., Coleman, K. J., Welk, G. J., Hastmann, T. J., & Milliken, G. A. (2010). HOP'N after-school project: An obesity prevention randomized controlled trial. International Journal of Behavioral Nutrition and Physical Activity, 7(1), 90. doi: 10.1186/1479-5868-7-90 www.ijbnpa.org/content/pdf/1479-5868-7-90.pdf
Hours of Opportunity Study
This study examined an initiative to build systems to improve the quality and accessibility of afterschool, summer, and other out-of-school time programs in five cities. The goals of the study were to analyze the conditions and activities that contributed to the cities' progress in building coordinated systems of services, and the cities’ progress in building and implementing management information systems to track student enrollment and attendance.
(Research Studies, System-Building)
Bodilly, S. J., McCombs, S. J., Orr, N., Scherer, E., Constant, L., & Gershwin, D. (2010). Hours of Opportunity: Vol. 1. Lessons from five cities on building systems to improve after-school, summer school, and other out-of-school-time programs. Santa Monica, CA: RAND Corporation.
McCombs, S. J., Orr, N., Bodilly, S. J., Naftel, S., Constant, L., Scherer, E., & Gershwin, D. (2010). Hours of Opportunity: Vol. 2. The power of data to improve after-school programs citywide. Santa Monica, CA: RAND Corporation.
Bodilly, S. J., McCombs, S. J., Orr, N., Scherer, E., Constant, L., & Gershwin, D. (2010). Hours of Opportunity: Vol. 3. Profiles of five cities improving after-school programs through a systems approach. Santa Monica, CA: RAND Corporation.
Impact of After-School Programs that Promote Personal and Social Skills
Conducted in 2007, this study attempts to systematically evaluate the impact of afterschool programs nationally that strive to enhance youth’s personal and social skills. This study identifies the nature and magnitude of the outcomes of such programs and describes the features that characterize effective programs.
(Research Studies)
Durlak, J. A., & Weissberg, R. P. (2007). The impact of after-school programs that promote personal and social skills. Chicago: Collaborative for Academic, Social, and Emotional Learning. www.casel.org/downloads/ASP-Full.pdf
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3&4), 294–309.
Integrating Sports and Physical Activity into Out-of-School Time Programs: A Research Review
This research review focuses on the intersection of out-of-school time programming, sports, and physical activity programs for youth, and the promotion of healthy physical, emotional, and intellectual development among children, especially those growing up in poverty.
(Research Studies, Sports/Recreation)
Policy Studies Associates. (2006). Everyone plays! A review of research on the integration of sports and physical activity into out-of-school time programs. Washington, DC: Author. www.policystudies.com/studies/youth/OSTsports.pdf
Key Indicators of Quality in Afterschool Programs
This study identifies benchmarks and indicators for high quality after school programs. Data sources include a synthesis of literature on after school programs, observations, and a survey of 15 high quality after school program sites.
(Research Studies)
Huang, D., La Torre, D., Harven, A., Huber, L. P., Jiang, L., Leon, S., & Oh, C. (2008). Identification of key indicators of quality in afterschool programs. CRESST Report 748. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/University of California, Los Angeles. www.cse.ucla.edu/products/reports/R748.pdf
Latino Participation in Youth Development Programs Study
This study examines the cultural and contextual factors that influence Latino participation in youth programs. Data were collected on Latino youth ages 9–19 from urban communities in Michigan.
(Complementary Learning, Culture/Heritage, Research Studies)
Borden, L. M., Perkins, D. F., Villarruel, F. A., Carleton-Hug, A., Stone, M. R., & Keith, J. G. (2006). Challenges and opportunities to Latino youth development: Increasing meaningful participation in youth development programs. Hispanic Journal of Behavioral Sciences, 28(2), 187–208.
Los Angeles County High School Sports Programs
This study was undertaken in 2002 to examine the availability of extracurricular sports programs at Los Angeles County public high schools and the impact of participation in these programs on youth involvement in risky behaviors.
(Research Studies, Sports/Recreation)
Cohen, D. A., Taylor, S. L., Zonta, M., Vestal, K. D., & Schuster, M. A. (2007). Availability of high school extracurricular sports programs and high-risk behaviors. Journal of School Health, 77, 80–86.
Massachusetts Afterschool Research Study
Conducted 2003–2004, this study examined the relationship between program characteristics, program quality, and youth outcomes in after school programs located in 10 school districts across Massachusetts. These programs provided school-age child care and academic enrichment programming to elementary- and middle school-age youth.
(Research Studies)
Intercultural Center for Research in Education and the National Institute on Out-of-School Time. (2005). Pathways to success for youth: What counts in after-school: Massachusetts After-School Research Study (MARS) report. Boston: United Way of Massachusetts Bay. www.uwmb.org or www.wcwonline.org/mars/MARSfull.pdf
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.
Minnesota Out-Of-School Time Funding Streams Study
In an effort to generate a common understanding regarding the structure of funding for out-of-school time programs in Minnesota, the state commissioned a survey of major funding issues, sources of funding, and major funding allocations.
(Research Studies, System-Building)
Access Philanthropy. (2009). Minnesota out-Of-school time funding streams: Final report. West Roseville, MN: Minnesota Department of Education. education.state.mn.us/mdeprod/groups/SafeHealthy/documents/Report/013896.pdf
NASA and Afterschool Programs
This 18-month study and demonstration project included a scan of existing science programming in after school, the development of prototype curriculum packets based on NASA resources, pilot testing and staff training in 3 after school programs in New York City, a review of science education research and promising practice literature, and consultations with experts in science education, after school, and curriculum development.
(Research Studies, Science/Technology/Mathematics)
Walker, G., Wahl, E., & Rivas, L. (2005). NASA and afterschool programs: Connecting to the future. New York: American Museum of Natural History. education.nasa.gov/divisions/informal/overview/
R_NASA_and_Afterschool_Programs.html
Neighborhood Context and the Link Between After-School Activities and Developmental Outcomes
This study examines links between youth’s after school activity participation and developmental outcomes (anxiety/depression, delinquency, and substance use) and whether neighborhood-level variables moderate these links. Data were collected 1995–2001 from a sample of 9- and 12-year-old youth from 80 Chicago, Illinois, neighborhoods.
(Positive Youth Development, Prevention, Research Studies)
Fauth, R. C., Roth, J. L., & Brooks-Gunn, J. (2007). Does the neighborhood context alter the link between youth’s after-school time activities and developmental outcomes? A multilevel analysis. Developmental Psychology, 43(3), 760–777. psycnet.apa.org/?fa=main.doiLanding&doi=10.1037/0012-1649.43.3.760
Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review
A 2015 meta-analysis of studies examining the influence of out-of-school-time programs on improving outcomes for low-income and minority at-risk youth reveals that focused-programs (reading-focused or math-focused) are more effective than general-academic programs at improving academic outcomes for these at-risk youth.
(Health, Multi-Component/Comprehensive, Research Studies)
Knopf, J. et al. (2015). Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Healthy Equity Systematic Review. J Public Health Management Practice, 00(00), 1-15.
Parental Concern About After-School Time Study
This study examines the stress experienced by working parents due to concern about what their children are doing after school. Parents included in the study work at three Fortune 100 companies across the U.S. Data were collected in 2006.
(Research Studies)
Catalyst. (2006). After-school worries: Tough on parents, bad for business. New York, NY: Author. www.catalyst.org/publication/146/after-school-worries-tough-on-parents-bad-for-business
Barnett, R. C., & Gareis, K. C. (2006). Antecedents and correlates of parental after-school concern: Exploring a newly identified work–family stressor. American Behavioral Scientist, 49, 1382–1399.<
Barnett, R. C., & Gareis, K. C. (2006). Parental after-school stress and psychological well-being. Journal of Marriage and Family, 68, 101–108.
Participation of Young People in Out-of-School Time Activities in Chicago
This study examined the nature of programs available to 10th grade students in Chicago Public Schools, including who participates in them, the reasons behind such participation, and the barriers and potential incentives that condition participation.
(Research Studies)
Chaskin, R. J., & Baker, S. (2006). Negotiating among opportunity and constraint: The participation of young people in out-of-school-time activities. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/research/report/negotiating-among-opportunity-and-constraint
Philadelphia Beacon Centers Quality Time After School Study
(Research Studies)
Grossman, J., Campbell, M., & Raley, B. (2007). Quality time after school: What instructors can do to enhance learning. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/213_publication.pdf
Promising After-School Programs Study
Begun in 2002, this national study seeks to determine the short-term and long-term impacts of high-quality afterschool programs on the cognitive, academic, social, and emotional development of youth who are growing up in high-poverty communities.
(Research Studies)
Vandell, D. L., Reisner, E. R., Brown, B. B., Pierce, K., Dadisman, K., & Pechman, E. M. (2004). The study of promising after-school programs: Descriptive report of the promising programs. Madison: Wisconsin Center for Education Research.
Vandell, D. L., Reisner, E. R., Brown, B. B., Dadisman, K., Pierce, K. M., Lee, D., et al. (2005). The study of promising after-school programs: Examination of intermediate outcomes in year 2. Madison: Wisconsin Center for Education Research.
Vandell, D. L., Reisner, E. R., Pierce, K. M., Brown, B. B., Lee, D., Bolt, D., et al. (2006). The study of promising after-school programs: Examination of longer term outcomes after two years of program experiences. Madison: Wisconsin Center for Education Research.
Vandell, D. L., Reisner, E. R., & Pierce, K. M. (2007). Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of Promising Afterschool Programs. Washington, DC: Policy Studies Associates. Retrieved from ERIC database. (ED499113)
Reisner, E. R., Vandell, D. L., Pechman, E. M., Pierce, K. M., Brown, B. B., & Bolt, D. (2007). Charting the benefits of high-quality after-school program experiences: Evidence from new research on improving after-school opportunities for disadvantaged youth. Washington, DC: Policy Studies Associates. www.statewideafterschoolnetworks.net/dat/promisingprograms1.pdf
Vandell, D. L., Pierce, K., & Karsh, A. (2011). Study of Promising After-School Programs: Follow-up report to participating school districts. Irvine: University of California. www.gse.uci.edu/childcare/docs/PP%20Follow-up%20report%20to%20districts%202-3-11.doc
Recruiting and Retaining Older African American and Hispanic Boys in After-School Programs Study
This study explores how 10 OST programs from Midwestern and East Coast cities have been successful in recruiting and retaining older African American and Hispanic boys.
(Research Studies)
Kauh, T. J. (2010). Recruiting and retaining older African American and Hispanic boys in after-school programs: What we know and what we still need to learn. GroundWork. New York, NY: Public/Private Ventures. www.ppv.org/ppv/publications/assets/323_publication.pdf
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
Relationship Between the Amount of Participation in Afterschool Programs and Developmental Outcomes
This study consolidates the growing number of empirical studies investigating aspects of participation to examine whether youth benefit from greater intensity, duration, total exposure, breadth, or engagement of participation in afterschool programs.
(Positive Youth Development, Research Studies)
Roth, J. L., Malone, L. M., Brooks-Gunn, J. (2010). Does the amount of participation in afterschool programs relate to developmental outcomes? A review of the literature. American Journal of Community Psychology, 45(3&4), 310–324.
Relevance of Community Based Programs for Rural Youth
This study examined how youth find community-based youth development settings relevant to their every day lives in a predominantly Hispanic rural community.
(Complementary Learning, Culture/Heritage, Research Studies)
Subramaniam, A. (2007). The relevance of community based programs for rural youth. Unpublished doctoral dissertation, University of California, Davis.
Roadmap to Afterschool for All
This national study assesses the current investment in after school programs from the public sector, parents, foundations, and businesses, and estimates the additional investment needed from each sector to provide quality after school programs for all children.
(Research Studies)
Earle, A. (2009). Roadmap to afterschool for all: Examining current investments and mapping future needs. Washington, DC: Afterschool Alliance.
Rural After-School Programs for At-Risk Youth and Their Families Study
Conducted in 2003–2004, this study examines the salience of after school programs for youth in a two rural communities in a western state. The goal of the after school programs in this study is to assist youth in gaining knowledge and skills that will lead to attitudes and behaviors necessary to become contributing community members.
(Positive Youth Development, Research Studies)
Letiecq, B. L., Bailey, S. J., & Keller, J. A. (2007). Rural after-school programs: Meeting the needs of at-risk youth and their families. Journal of Youth Development, 2(2). data.memberclicks.com/site/nae4a/JYD_070202final.pdf
San Diego After School Regional Consortium
This consortium provides leadership, technical assistance, and evaluation for after school programs in San Diego, California.
(Research Studies, System-Building)
Hoffman Clark & Associates. (2007). San Diego After School Regional Consortium perception survey report. Solana Beach, CA: Author. www.hoffmanclark.org/documents/HoffmanClarkPerception07.pdf
Shared Features of High-Performing After-School Programs: A Follow-Up to The After-School Corporation (TASC) Evaluation
This study, conducted in 1998, identified after school projects in New York state with grants from TASC that seemed to contribute to improvements in youth’s academic achievement and then examined what features these programs held in common.
(Research Studies)
Birmingham, J., Pechman, E. M., Russell, C. A., & Mielke, M. (2005). Shared features of high-performing after-school programs: A follow-up to the TASC evaluation. Washington, DC: Policy Studies Associates. www.sedl.org/pubs/catalog/items/fam107.html
Social Context of After-School Programs in Michigan Study
This study uses data collected in 2006 to examine the extent to which children ages 5–17 in Michigan participated in after school program activities and parents’ views of after school programming.
(Research Studies)
Kayitsinga, J., & Villarruel, F. A. (2008). Latinos in Michigan: The social context of after-school programs in Michigan (LM-02). East Lansing: Michigan State University. www.jsri.msu.edu/RandS/research/michlatinos/images/LIM02/LIM02r1.pdf
State of Out-of-School Time Programs in South Carolina
This study was undertaken in 2003 to assess the needs of after school programs in South Carolina.
(Research Studies)
South Carolina Afterschool Alliance. (2004). The state of out-of-school time programs in South Carolina. Columbia, SC: Author. www.scafterschool.com/downloads/Final_Report.pdf
Structured Out-of-School Time Use Among Youth: The Effects of Self, Family and Friend Systems
This study examines various types of structured out-of-school time use and their correlates among youth in grades 9–12 in a rural southeastern state. The study explored four different uses of time with regard to self, family, and friend systems.
(Research Studies)
Huebner, A. J., & Mancini, J. A. (2003). Shaping structured out-of-school time use among youth: The effects of self, family and friend systems. Journal of Youth and Adolescence, 32(6). www.springerlink.com/content/an2wjdw7lw8n/?p=657dffa43e4240ae9a7967235b05530c&pi=0
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
Sustainability and Resource Development Strategies in Out-of-School Time Youth Arts Programs in Massachusetts
This study examined strategies for sustainability and resource development used by a non-random sample of community-based out-of-school time youth arts programs in Massachusetts.
(Arts, Research Studies)
Proffitt, C. (2010). Getting the right mix: Sustainability and resource development strategies in out-of-school time youth arts programs in Massachusetts. Afterschool Matters, 11, 7–14. www.robertbownefoundation.org/pdf_files/2010_asm_june.pdf
Sustainability in School-Linked After-School Programs
Conducted in 2001, this study examined strategies for sustaining school-linked afterschool programs, in order to help understand the challenges of sustaining these emerging programs.
(Research Studies)
Policy Studies Associates. (2002). Sustainability In school-linked after-school programs. Washington, DC: Author.
Turnover Among Youth Development Workers Study
This study explored factors affecting job turnover among youth development workers in four agencies with high turnover rates that worked within a low income area of a small city. Services provided by these agencies included: services to help find employment, GED classes, after school activities, mentoring, case management, youth programs focused on prevention or positive youth development, evening youth groups, and tutoring.
(Complementary Learning, Research Studies)
Laroche, H., & Klein, J. D. (2008). Lessons from the front lines: Factors that contribute to turnover among youth development workers. Journal of Youth Development, 2(3). data.memberclicks.com/site/nae4a/JYD_070203final.pdf
Urban Adolescents’ Out-of-School Activity Profiles
This study identifies common profiles of out-of-school activity engagement trajectories among racially and ethnically diverse teens in New York, New York; Baltimore, Maryland; and Washington, DC.
(Research Studies)
Pedersen, S. (2005). Urban adolescents’ out-of-school activity profiles: Associations with youth, family, and school transition characteristics. Applied Developmental Science, 9(2), 107–124.
Voluntary Youth Serving Organizations
(Positive Youth Development, Research Studies)
Gambone, M. A., & Arbreton, A. J. A. (1997). Safe havens: The contributions of youth organizations to healthy adolescent development. Philadelphia: Public/Private Ventures.
What Students in the Chicago Public Schools Do in Their Out-of-School Time
This study provides a descriptive overview of what students in the public schools in Chicago, Illinois do in their out-of-school time.
(Research Studies)
Goerge, R. M., & Chaskin, R. J. (2004). What ninth grade students in the Chicago Public Schools do in their out-of-school time. Chicago: Chapin Hall Center for Children. www.chapinhall.org/research/report/what-ninth-grade-students-chicago-public-schools-do-their-out-school-time
Goerge, R. M., Chaskin, R. J., & Guiltinan, S. (2006). What high school students in The Chicago Public Schools do in their out-of-school time 2003-2005. Chicago: Chapin Hall Center for Children. www.chapinhall.org/research/report/what-high-school-students-chicago-public-schools-do-their-out-school-time
Work Cohesion in Summer Camp Staff Development
(Research Studies)
Hughes, K. N. (2007). Summer camp staff development: A qualitative study of work group cohesion. Athens, GA: Unpublished Masters Thesis.
Yale Study of Children's After-School Time
Began in 2002 and scheduled to run through 2007, this study involves a 4-year longitudinal investigation of a representative sample of children in a northeastern city. The study’s main goal is to understand how the variety of afterschool care arrangements these children experience relates to their overall development and well-being over time.
(Research Studies)
Mahoney, J. L., Lord, H., & Carryl, E. (2005). An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children. Child Development, 76(4), 811–825.
Mahoney, J. L., Lord, H., & Carryl, E. (2005). Afterschool program participation and the development of child obesity and peer acceptance. Applied Developmental Science, 9(4), 202–215. www.leaonline.com/doi/abs/10.1207/s1532480xads0904_3
Mahoney, J. L., Parente, M. E., & Lord H. (2007). Afterschool program engagement: Links to child competence and program quality and content. The Elementary School Journal, 107, 385–494.
Lord, H., & Mahoney, J. L. (2007). Neighborhood crime and self care: Risks for aggression and lower academic performance. Developmental Psychology 43(6), 1321–1333.
Lord, H. (2006). Examining afterschool programs and self care as moderators in the association between neighborhood risk and children’s academic performance and aggression (Unpublished doctoral dissertation). Yale University, New Haven, CT.
Youth Leadership In Research and Evaluation Case Studies
This study examines four cases of youth working as researchers and/or program evaluators as part of urban community-based organizations that offered after school and other youth programs.
(Research Studies, Youth Leadership)
Carver, R. L., & London, J. K. (2002, April). Taking youth voice seriously: A cross-case analysis of youth leadership in research and evaluation. Paper presented at the 2002 American Educational Research Association Annual Conference, New Orleans, LA.
Youth Perspectives on Meaningful Participation in Community Based Programs
This study aims to gain a better understanding of youth’s perceptions about youth empowerment and to acquire their perspective about the meaningfulness of participation in out-of-school advocacy and volunteer program activities. The two programs in this study are located in South Carolina and were selected based on the following criteria: out-of-school, community-based program that considers itself a youth development and empowerment organization, and/or having a tobacco use prevention mission.
(Research Studies, Service-Learning/Civic Engagement, Youth Leadership)
Royce, S. W. (2009). Youth perspectives on meaningful participation in community based programs: A qualitative assessment. Journal of Youth Development, 4(4). data.memberclicks.com/site/nae4a/JYD_090404final.pdf
Youth-Led Strategies to Captivate Youth Engagement in Youth Programs and Opportunities
This study examines what can be learned from youth about designing captivating opportunities for positive youth development. The study included two primary data sources: (a) focus groups conducted with middle and high school students in 8 Minnesota towns and cities in 2004, and (b) two parallel youth-mapping projects, one rural and one urban, that involved youth interviewing other youth in their community about the availability of youth-friendly programs, people, and places.
(Positive Youth Development, Research Studies, Youth Leadership)
Saito, R. N. (2006). Beyond access and supply: Youth-led strategies to captivate young people’s interest in and demand for youth programs and opportunities. New Directions for Youth Development, 112, 57–74.
Youth–Adult Partnerships Study
This study examines eight organizations in the San Francisco, California, Bay Area with stated missions of promoting youth decision-making and community involvement to explore the elements of youth–adult partnership that were evident among successful organizations.
(Complementary Learning, Research Studies)
Murdock, S., Paterson, C., & Gatmaita, M. C. L. (2008). Youth in community decision-making: A study of youth–adult partnerships. Journal of Youth Development, 2(3). data.memberclicks.com/site/nae4a/JYD_070203final.pdf