The impact of afterschool program attendance on academic outcomes of middle school students
Bibliographic Data
This evaluation examined the effects of afterschool programs—supported by an afterschool system intermediary organization (ASIO)—on middle school students' academic performance and examined how those effects varied by student characteristics and program engagement. In this longitudinal, quasi‐experimental matched comparison group evaluation, propensity score matching was used to create demographically balanced samples of ASIO‐supported afterschool program participants and nonparticipants. Students enrolled in the afterschool programs did not differ from non‐participants in growth over time on most academic outcomes. Students attending the afterschool programs showed less growth on certain state test scores compared to nonparticipants. Student demographic characteristics did not consistently influence participant outcomes. Among program participants only, students who were enrolled more than 1 year demonstrated a 7‐percentile‐point increase in state test scores per year of program engagement. There was no consistent evidence that ASIO‐supported afterschool program participation was associated with improved student academic outcomes. However, study results support increased emphasis on afterschool program retention, given that longer duration of participation in the afterschool programs was associated with more growth on multiple academic outcomes
Academic achievement · Attendance · Matching (statistics) · Mathematics education · Medical education · Percentile · Political science · Propensity score matching · Student engagement · Test (biology) · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance · Youth Development and Social Support
Causal Inference for Statistics, Social, and Biomedical Sciences
Out-of-School-Time Programs
Estimation of Average Treatment Effects Based on Propensity Scores
Race Is Not Neutral
Missing Data Analysis
Identification of Causal Effects Using Instrumental Variables
Missing data
Evaluations of After-School Programs
Evaluations of After-School Programs
Identifying Baseline Covariates for Use in Propensity Scores
A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents
Understanding and Improving the Effectiveness of After‐School Practice
Using propensity score matching to estimate treatment effects of afterschool programs on third‐grade reading outcomes
Parental Incarceration and Child Well-being
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |