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After-School Programs and Their Effects On Academic Achievement
After-School Programs and Their Effects On Academic Achievement
Ed 703.22
Spring 2009
Table of Contents
Introduction
Statement of the Problem
Review of Related Literature
Statement of Hypothesis
Method
Participants
Instruments
Experimental Design
Procedure
Results
Discussion
Implications
Statement of the Problem
Due to an increase number of parents entering the work force,
there is a great need to place children in after-school programs
that enrich their academic and social development. After-
school programs can focus on academics or recreational.
However, it is not clear which after-school program promotes
academic achievement. This study will focus on the following
question: Which type of after-school program is beneficial to
students’ academic achievement?
Review of Related Literature
Pros of After-school Programs
Participation in after-school programs are associated with higher grades and test scores.
(Coie & Krehbiel, 1984; Posner & Lowe, 1994; Dryfoos, 1999; Larner et al., 1999; Pierce,
Hamm, & Vandell, 1999; Posner & Vandell, 1999; Vandell & Shumow, 1999; Cosden et
al., 2001; Miller, 2001; Munoz, 2002; Valentine, Cooper, & Bettencourt, 2002; Junge et al.,
2003; Miller, 2003; Cosden et al., 2004; Mahoney et al., 2005; AfterSchoolAlliance, 2007;
Jenner, E. & Jenner, L.W., 2007; Viadero, 2007)
Low-income students gain the most from after-school programs. (Posner & Lowe, 1994;
Larner et al., 1999; Posner & Vandell, 1999; Vandell & Shumow, 1999; Miller, 2001;
Miller, 2003; Mahoney et al., 2005)
After-school participation is also linked with lower involvement in risky behaviors like
violence, drugs, sex, etc. (Larner et al., 1999; Cosden et al., 2001; Miller, 2001; Jenner, E. &
Jenner, L.W., 2007)
Research concludes the following regarding after-school programs: youth benefit from
consistent participation in quality after-school programs, after-school programs can
increase engagement in learning, can also increase educational equity (which provides
disadvantaged youth opportunities and experiences that are available to middle and
upper class students), and after-school programs build key skills (teamwork, problem
solving, communication) necessary for success in today's world. (Miller, 2003)
Review of Related Literature
Cons of After-school Programs
The Ecological Study of After-school Care found 3rd graders who spent
time in enrichment activities (music, organized sports, dance, etc.) had
better work habits, better relationships with peers, and better emotional
adjustment. (Vandell & Shumow, 1999)
Physical activity and sport participation are linked directly and indirectly
with better cognitive functioning, higher academic achievement, reduced
school dropout and greater odds of going to college full time. (Coatsworth
& Conroy, 2007)
Statement of Hypothesis
(HR1)
In comparing academic and recreational after-school
programs, 17 third-graders attending an academic after-
school program in Brooklyn, N.Y. will yield better
reading results than 17 third-graders attending a
recreational after-school program in Brooklyn, N.Y.
Participants
17 – 3rd graders attending an academic after-school program in P.S. X
The mean of all three exams of 17 third-grade The mean of all three exams of 17 third-grade
students in the academic after-school students in the recreational after-school
program is 71. program is 74.
Correlation
Rxy = 0.05
Amt of time reading and Test Scores
There is no correlation between
(Academic After-school Program)
the amount of time spent reading
100 and test scores in the academic
Average Test Scores
80 after-school program.
Average
60
Linear (Average)
40 Average time spent reading = 37
20
minutes
0
0 20 40 60 80
Note: The question regarding the amount of
Amount of Time Reading (Mins) time a student spent on reading was specified
to a specific setting, whether it was during
after-school, school hours, or at home.
Amt of time reading and Test Scores
(Recreational After-school Program)
1 = Strongly Disagree 80
2 = Disagree 60
Average
3 = Agree 40 Linear (Average)
4 = Strongly Agree 20
0
0 1 2 3 4 5
Homework Completion
(Academic After-school Program)
Correlation
Student Mean Have fun in after-school
A 84 4
Rxy = 0.6
B 83 4
C 74 4
There is a correlation between
D 53 4
E 75 1
having fun in recreational after-
F 93 4
school and reading test scores.
G 72 4 Students who have fun in after-
H 84 4 school will produce better reading
I 67 3 scores.
J 60 2
K 93 4
L 93 4
M 84 4
N 90 4 Have fun in After-school and Test Scores
O 47 3
P 24 1 100
Q 82 3 90
Average Test Scores
80
70
Attitude of having fun in after-school 60
Average
recorded to numerical value: 50 Linear (Average)
40
1 = Strongly Disagree 30
2 = Disagree 20
3 = Agree 10
0
4 = Strongly Agree 0 1 2 3 4 5