After-school Participation Research Articles

Increases in resilience and school performance among elementary school-aged afterschool participants.

Elementary-school students enrolled in a trauma-informed program participated in a prepost longitudinal study of resilience. The study assesses increases in various components of resilience, the effects of the afterschool program on resilience, and the relationship between resilience and school performance. A shortened version of a reliable resilience survey was developed from Madsen Thompson's Trauma Resilience Scale and administered at students' entry and exit from 3 yearly sessions. The high response rate provided a sample of 103 students, 37 of whom were new students with no ceiling effects. Statistical analysis demonstrated that both contextual and individual resilience increased significantly, with protective components impacting one another. Regression analyses found that the afterschool program supports significantly affected individual resilience increases, and high levels of individual resilience led to increases in school performance. The results suggest that trauma-informed contextual supports may be useful in increasing young students' well-being and closing gaps in academic performance.

Changing school start times: Impact on extracurricular activities and employment

Sufficient sleep duration is associated with student health and wellbeing, but early secondary school start times limit students' sleep opportunity. Despite recommendations that all middle and high schools adopt a healthy school start time policy, one barrier to policy implementation is concerns about the impact on student participation in activities and employment. This study examined student extracurricular activity participation and employment before and after the implementation of healthy secondary school start times. Approximately 24,000 students/year (grades 3–11) completed three annual surveys (pre-change, post-change, follow-up) measuring sleep-wake patterns, extracurricular activity participation, and employment. Following the implementation of an earlier school start time, before-school activity participation decreased for elementary school students, but after-school participation was similar across years. Following the implementation of later school start times, there was a small decrease in after-school activity participation for middle and high school students (~3–4%). Equally important, middle and high school students reported significantly increased sleep duration with later start times, regardless of participation in before- or after-school activities and employment. Study findings support the recommendation for healthy school start time policies.

Analysis on Changes in Private Education and After-School Participation after COVID-19: Focusing on the Effect of After-School on Reducing Private Education

Analysis on Changes in Private Education and After-School Participation after COVID-19: Focusing on the Effect of After-School on Reducing Private Education

Using Entropy Balancing to Reduce the Effects of Selection Bias in Afterschool Studies: An Example in Studying the Relationship between Intensity of Afterschool Program Participation and Academic Achievement

Every since the enactment of the No Child Left Behind Act (2001) in the United States, achievement gains resulting from afterschool participation have been of particular interest. However, findings have been inconsistent. The challenge for researchers is partly due to the wide variation of program goals, difficulty in obtaining valid control groups, difficulty in obtaining clean records of data, the high transience rates of the students, and in particular, the failure to ifferentiate among the dosage students receive and the inherent potential of selection bias in the afterschool population. This study draw on a large dataset and allows for the analysis of effects over the course of several years. Using LA's BEST afterschool program as an example, this study employed advanced methodology to reduce selection bias in examining the relations between afterschool program participation and academic achievement.Keywords: afterschool program, participation, academic achievement, selection bias, LA's BEST-----Bibliography: Huang, Denise/Leon, Seth/La Torre, Deborah: Using Entropy Balancing to Reduce the Effects of Selection Bias in Afterschool Studies: An Example in Studying the Relationship between Intensity of Afterschool Program Participation and Academic Achievement, IJREE, Vol. 5, Issue 1-2017, pp. 5-25. https://doi.org/10.3224/ijree.v5i1.01

Contribution of the After-School Period to Children's Daily Participation in Physical Activity and Sedentary Behaviours.

ObjectivesChildren’s after-school physical activity (PA) and sedentary behaviours (SB) are not well understood, despite the potential this period holds for intervention. This study aimed to describe children’s after-school physical activity and sedentary behaviours; establish the contribution this makes to daily participation and to achieving physical activity and sedentary behaviours guidelines; and to determine the association between after-school moderate- to vigorous-intensity physical activity (MVPA), screen-based sedentary behaviours and achieving the physical activity and sedentary behaviour guidelines.MethodsChildren (n = 406, mean age 8.1 years, 58% girls) wore an ActiGraph GT3X accelerometer. The percentage of time and minutes spent sedentary (SED), in light- physical activity (LPA) and MVPA between the end-of-school and 6pm (weekdays) was calculated. Parents (n = 318, 40 years, 89% female) proxy-reported their child’s after-school participation in screen-based sedentary behaviours. The contribution that after-school SED, LPA, MVPA, and screen-based sedentary behaviours made to daily levels, and that after-school MVPA and screen-based sedentary behaviours made to achieving the physical activity/sedentary behaviour guidelines was calculated. Regression analysis determined the association between after-school MVPA and screen-based sedentary behaviours and achieving the physical activity/sedentary behaviours guidelines.ResultsChildren spent 54% of the after-school period SED, and this accounted for 21% of children’s daily SED levels. Boys spent a greater percentage of time in MVPA than girls (14.9% vs. 13.6%; p<0.05), but this made a smaller contribution to their daily levels (27.6% vs 29.8%; p<0.05). After school, boys and girls respectively performed 18.8 minutes and 16.7 minutes of MVPA, which is 31.4% and 27.8% of the MVPA (p<0.05) required to achieve the physical activity guidelines. Children spent 96 minutes in screen-based sedentary behaviours, contributing to 84% of their daily screen-based sedentary behaviours and 80% of the sedentary behaviour guidelines. After-school MVPA was positively associated with achieving the physical activity guidelines (OR: 1.31, 95%CI 1.18, 1.44, p<0.05), and after-school screen-based sedentary behaviours were negatively associated with achieving the sedentary behaviours guidelines (OR: 0.97, 95%CI: 0.96, 0.97, p<0.05).ConclusionsThe after-school period plays a critical role in the accumulation of children’s physical activity and sedentary behaviours. Small changes to after-school behaviours can have large impacts on children’s daily behaviours levels and likelihood of meeting the recommended levels of physical activity and sedentary behaviour. Therefore interventions should target reducing after-school sedentary behaviours and increasing physical activity.

The effects of parents’ academic-centered view of education on elementary school children’s school happiness and the sense of community: Focusing on the mediating effects of after-school participation

The effects of parents’ academic-centered view of education on elementary school children’s school happiness and the sense of community: Focusing on the mediating effects of after-school participation

Research on Afterschool Programs in Korea: Trends and Outcomes

Abstract Afterschool programs in Korea have been widespread and even regarded as being institutionalized recently. A clear evidence of this phenomenon is that quite a number of students and parents choose afterschool programs as the alternative to private tutoring. Therefore, this study aims to explore the recent research trends and outcomes on afterschool programs in Korea. The researchers reviewed and analyzed approximately one hundred recent studies on afterschool programs in Korea. One outstanding trend of research on afterschool program is, despite dominance of the studies using personally-collected data, the number of studies by using large-scaled national data has increased since the latter half of the 2000s. In addition, recent studies tend to be substantial in research topics and method; many of recent studies have examined the impact of afterschool participation on academic improvement and the reduction of private tutoring expenditure by using statistical methods. Those studies generally presented positive effects of afterschool participation on students’ academic achievement and the reduction of private education expenditure. Keywords: research on afterschool programs, educational effectiveness, afterschool participation, academic achievement

Keeping Kids in School: A Study Examining the Long-Term Impact of Afterschool Enrichment Programs on Students’ High School Dropout Rates

Despite the potential benefits of afterschool programs, much of the related research has been limited to an examination of only their immediate or short-term effects. The LA’s BEST afterschool program has been in operation for more than 20 years, providing researchers with a unique opportunity to explore the long-term effects of afterschool programming. This study examined the dropout rates of the LA’s BEST afterschool participants and compared them to a stratified random district sample that was matched to the characteristics of the afterschool students. The results indicated that students who had participated in the afterschool program for at least three years showed a significantly lower dropout rate than the district students overall.

Effectiveness and spillover of an after-school health promotion program for Hispanic elementary school children.

We evaluated the effectiveness and spillover of an after-school health education and physical activity program among Hispanic elementary school children. In fall 2008, students in third through fifth grades in 6 schools in El Paso, Texas (n = 901), were randomized to intervention (n = 292 participants) or control (n = 354) classrooms (4 unknown). Intervention classrooms also contained a spillover group (n = 251) that did not join the after-school program but that completed measurements and surveys. The intervention was a 12-week culturally tailored after-school program meeting twice a week. Four-month outcomes were body mass index, aerobic capacity, and dietary intentions and knowledge. We calculated intervention exposure as the proportion of after-school participants per classroom. Intervention exposure predicted lower body mass index (P = .045), higher aerobic capacity (P = .012), and greater intentions to eat healthy (P = .046) for the classroom at follow-up. Intervention effectiveness increased with increasing proportions of intervention participants in a classroom. Nonparticipants who had classroom contact with program participants experienced health improvements that could reduce their risk of obesity. Spillover of beneficial intervention effects to nonparticipants is a valuable public health benefit and should be part of program impact assessments.

Relationship of medical home quality with school engagement and after-school participation among children with asthma

Objectives: To examine the relationship between medical home quality and measures of daily life experiences among children with asthma. Methods: A nationally representative sample of children from the 2007 National Survey of Children's Health (NSCH), aged 6–17 years (n = 6357), who have asthma was used to assess the relationship of a quality medical home and its features with their daily life experiences. Five medical home features – access, continuity, comprehensiveness, family-centered care, and coordination of care – were examined individually and in total in relation to measures of school engagement (missed school days, parents contacted about problems with the child, repeating a grade since kindergarten) and after-school activity participation (physical activity, sports participation, and community service or volunteer work). Results: Before and after adjustment for personal characteristics, health insurance status, family environment, neighborhood variables, and asthma severity, total medical home score was associated with more days exercised [beta (B) = 0.10, p < .05] and a greater likelihood of having performed community service or volunteer work [odds ratio (OR) = 1.16, CI: 1.02–1.31]. Additionally, the medical home features of access, comprehensiveness, and family-centered care remained favorably associated with three of the six measures of school engagement and after-school activity participation, even after adjustment. Conclusion: Medical home quality – particularly the features of access, comprehensiveness, and family-centered care – is positively associated with the daily life experiences of children with asthma. Working to enhance these aspects of primary care might be one place to start in improving the management of children's chronic conditions and their quality of life.

Perceived Barriers and Facilitators of Participation in After-School Physical Activity by Children with Autism Spectrum Disorders

This study used Photovoice methodology to assess barriers to and facilitators of after-school participation in moderate to vigorous physical activity as perceived by children with ASD and determine if physical activity patterns exist in relation to these barriers. Participants were a convenience sample of 12 boys and two girls with autism spectrum disorders (ASD), ages 8–14 years. Participants wore an accelerometer and completed an activity log for 7 days. Data were analyzed using qualitative techniques and fitted in a socio-ecological model. Participants reported 143 (44%) barriers and 181 (56%) facilitators. The most frequently cited barriers were intrapersonal, followed by interpersonal, physical, community, and institutional. The most frequent facilitators were physical, followed by intrapersonal and interpersonal, community, and institutional. The study gives support to the use of a multipronged approach when designing physical activity interventions for children and adolescents with ASD.

Childhood Participation in After-School Activities: What is to be Expected?

Participation is recognised as a key to health and wellbeing and is considered to be a vital part of the development of children and youth. The purpose of this study was to examine the participation patterns of children and adolescents in their time outside formal school. More specifically, the influence of age and gender on after-school participation patterns was explored. Method: Three hundred and thirty-two children and adolescents (5 to 18 years old) were divided into five age groups and completed the Children's Assessment of Participation and Enjoyment (CAPE). To test the interaction effect of gender and age on participation measures, ANOVAs were conducted. Results: The results indicated differences with moderate to high effect size in participation patterns across age, where a decline in participation was detected as children made the transition to adolescence. Differences with negligible effect size in participation were found between boys and girls in some of the activity types. No interaction effect between age and gender was observed. Conclusion: Participation patterns change with age, particularly as children make the transition to adolescence; however, this change does not depend on gender. Intervention strategies might take into account these inherent changes. Future studies might consider additional factors (for example, environment) while examining participation throughout age.

The impact of after-school programs on educational equality and private tutoring expenses

The purpose of this study was to examine how the implementation of after-school programs in Korea’s public schools is related to educational equality and private tutoring expenses. The analyzed data was from the Survey on the Status of Private Tutoring and the Study of the Policy Measures to Reduce Private Tutoring Expenses conducted by KEDI (Korea Education Development Institute) in (International conference for exploring the ways to activate the after-school program, KEDI, Seoul, 2007). The Chi-square test was employed to investigate (a) the relationship between after-school participation and family income and residential location of students (b) the association between after-school engagement and the reduction in private tutoring expenses. The study found that: (a) in general, low-income and rural students participated more than higher income and urban peers in after-school programs and (b) after-school participation was generally negatively associated with private tutoring engagement and the impact of after-school participation on the reduction in private tutoring expenses was stronger for low-income students in elementary and high schools and rural students in high schools. The overall findings provide further research issue regarding whether after-school programs can help foster educational equality by offering more opportunities for learning and achievement improvement for disadvantaged students. The results also imply the potential of after-school programs in reducing private tutoring expenses, particularly for low-income families.

Twenty‐first century learning after school: The case of Junior Achievement Worldwide

Efforts to increase after-school programming indicate the nation's concern about how youth are engaged during out-of-school time. There are clear benefits to extending the learning that goes on during the school day. Research from the U.S. Departments of Education and Justice shows that after-school participants do better in school and have stronger expectations for the future than youth who are not occupied after school. And the need is evident: 14.3 million students return to an empty house after school, yet only 6.5 million children are currently enrolled in after-school programs. If an after-school program were available, parents of 15.3 million would enroll their child. JA Worldwide began in 1919 and has been rooted in the afterschool arena from its origins. Its after-school programs teach students about the free enterprise system through curriculum focusing on business, citizenship, economics, entrepreneurship, ethics and character, financial literacy, and career development. At the same time, JA Worldwide incorporates hands-on learning and engagement with adults as role models, both key elements to a successful after-school program. Now focused on developing curriculum emphasizing skills needed for the twenty-first century, JA adopted the key elements laid out for after-school programs by the Partnership for 21st Century Skills. To ensure that the next generation of students enters the workforce prepared, America's education system must provide the required knowledge, skills, and attitudes. Programs such as JA Worldwide serve as models of how to provide the twenty-first century skills that all students need to succeed.

After-School Youth Development Programs: A Developmental-Ecological Model of Current Research

Although there has been a rapid increase in funding and attention to after-school programs, there is little understanding of how after-school programs impact children's developmental trajectories. The heterogeneity of American children makes it very unlikely that all children need after-school programming or that there is but one brand of after-school programming suitable for all youth. We discuss the numerous developmental and contextual factors that may influence which children benefit most from after-school programs as well as the nature of the after-school programs most beneficial to children's needs. The value of utilizing an ecological and developmental perspective to after-school program evaluation are presented, including the need for improved research designs and more detailed analyses of program type and services as well as a more complete determination of which children benefit the most from after-school participation.

Free Transit for Low-Income Youth: Experience in San Francisco Bay Area, California

In August 2002, AC Transit—the principal bus operator serving the eastern shore of the San Francisco Bay—began distributing free bus passes to low-income middle school and high school students in the transit service district. The program developed in response to grassroots community activism and growing political pressure to remove the burden of school transportation costs from low-income households. Advocates argued that school transportation costs were a barrier that prevented poor children from participating in after-school activities and, in severe cases, led to missed days of school. Funding for a pilot bus pass program was provided by the transit agency, the Metropolitan Transportation Commission, local agencies, and several nonprofit organizations. The University of California, Berkeley, was funded to carry out an evaluation of the program during the first year of the program. Before-and-after travel and activity surveys, interviews, focus group meetings, and analysis of attendance data were used in the evaluation. Findings after 1 year of implementation indicate that the free bus pass program increased student bus ridership and after-school participation but did not increase overall school attendance. Increases in bus use were greater among pass holders, in areas with high levels of bus service, and among high school students.