Ashlee M Lester

Biographic Data

ID6086735
NAMEAshlee M Lester
GIVEN NAMESAshlee M
FAMILY NAMELester
SIGNATURELESTER A M
AFFILIATIONSUniversity of Virginia
ORCID0000-0003-4164-0533
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS14
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2019
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Designing a developmentally supportive middle school environment

    Open AccessFaith Zabek, Ashlee M Lester et al.ARTICLEJournal of School Psychology2026

  • Out-of-school time programs and marginalized youth

    Open AccessAshlee M Lester, Jessica V Forrester et al.ARTICLEChildren and Youth Services Review2026

  • Coordinating Mental Health Supports Across Out-of-School and In-School Providers

    Open AccessMichael D Lyons, Margaret Meldrum et al.ARTICLEEducation Sciences2025

    The coordination of school- and community-based mental health services is a promising strategy to respond to the rising mental health needs of youth. Out-of-school time (OST) programs are an under-utilized community-based resource that may be leveraged to help meet this need. We conducted a scoping review to (a) identify practices that facilitate the coordination of care between schools and OST programs and (b) examine whether such practices alig…

  • Engaging evaluation champions

    Open AccessTheresa N Melton, Ashlee M Lester et al.ARTICLEEvaluation and Program Planning2024

  • The (In)Visibility of Race in School Discipline Across Urban, Suburban, and Exurban Contexts

    Open AccessAdai A Tefera, Genevieve Siegel-Hawley et al.ARTICLETeachers College Record The Voice…2022

    Background/Context: Racial disparities in school discipline represent a long-standing injustice in U.S. schools. Students of color, particularly Black students, are systematically subjected to harsher school disciplinary actions compared with their peers. A growing body of evidence demonstrates the severity of the problem and the negative consequences of harsh punishment, particularly given that students who are disciplined are more likely to be …

  • Afterschool engagement

    Ashlee M Lester, Christine Lee Bae et al.ARTICLEApplied Developmental Science2022

    Engagement in afterschool programs is a growing area of interest for both researchers and practitioners. Though there is an emerging body of research investigating this construct, we lack an understanding of how specific dimensions of engagement are endorsed in different ways among subgroups of students. Little is known about the sources and barriers of engagement in afterschool contexts. This mixed methods investigation used latent profile analy…

  • Understanding afterschool engagement

    Open AccessAshlee M Lester, Ashlee L Sjogren et al.ARTICLEAmerican Journal of Community…2022References: 51

    Though student engagement is hypothesized to be a factor in explaining student level differences in afterschool programs, the measurement of student engagement in this context is inconsistent, and findings from the small number of studies about how engagement impacts developmental and academic outcomes are mixed. In this study, we tested the factor structure of Wang and colleagues' school engagement scale with a sample of middle school students (…

  • Quality is Critical for Meaningful Synthesis of Afterschool Program Effects

    Open AccessAshlee M Lester, Jason C Chow et al.ARTICLEJournal of Youth and Adolescence2020

  • Understanding mutuality

    Open AccessAshlee M Lester, Courtney L Goodloe et al.ARTICLEJournal of Community Psychology2019Cited by: 14References: 29

    Evidence suggests that a close interpersonal bond is important for the success of youth–adult mentoring relationships. Mutuality has been suggested to be important for developing a close interpersonal bond (Rhodes, 2002, 2005), but mutuality remains an abstract construct, difficult to understand and cultivate. Using thematic analysis of mentor and mentee ( n = 42) interviews, we investigate how mentoring pairs reflect on mutuality. Results sugges…