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This evaluation finds that when comparing students who gained admittance through a lottery to StudentU – a comprehensive afterschool and summer program for middle and high school students – to students who were not selected through the lottery, StudentU participants who entered the program with low baseline achievement accumulated more course credits, experienced the greatest gains in GPA, and were significantly less likely to be suspended than their peers who were not accepted through the lottery. The author reports that these outcomes “suggest that comprehensive services provided outside of the regular school may be a particularly effective strategy for improving outcomes of the most disadvantaged students.” Additionally, the author predicts that StudentU participants have an estimated 4 percentage point higher likelihood of graduating from high school than their non-participating peers.
This quasi-experimental evaluation of the Please Call Me Mister (PCMM) program—a 4-year afterschool program in Franklin County, Kentucky, for middle and high school African American and Hispanic males focused on violence prevention and positive youth development—found several statistically significant positive outcomes for PCMM participants, including a decrease in carrying weapons and lower levels of alcohol consumption. PCMM participants also saw increases in resiliency and a decrease in levels of depression.
This study found that students who participated in the Sacramento 4-H Water Wizards program from 2012-2016 had a better understanding of water science and a heightened awareness of water issues and conservation behavior. Program staff reported a higher level of understanding around content knowledge (different aspects of water science) and teaching pedagogy (teaching science in an inquiry-based way), as well as increased enjoyment of science. Evaluators found that including training sessions, teaching materials, and coaching opportunities throughout the program for staff helped contribute to the program's success, and 80 percent of staff said they would teach the program again.
This quasi-experimental study examines students who attended Aim High, a voluntary summer learning program that provided academic and social and emotional learning (SEL) supports, during 2013-2014 and/or 2014-2015 to middle school students in the San Francisco Unified School District. The study analyzes how students’ participation in the program impacts both behavioral engagement and academic achievement. Evaluators found that program participants were significantly less likely to be chronically absent and suspended, as well as have slight improvements in English/language arts state assessments and school-day attendance than their peers who did not participate in Aim High. Additionally, this study found that these effects are greatest for Aim High participants who are boys and Latinx students.
A quasi-experimental study examining high school students participating in EduCare Foundation’s ACE program found higher academic achievement—as measured by the California Assessment of Student Performance and Progress (CAASPP) in English language arts (ELA) and math—among ACE participants compared to matched peers attending general afterschool programs. For example, the mean CAASPP ELA score of high school students participating in the ACE program was 35.7 points higher than the matched control group; a statistically significant difference with a moderate to large effect size. When looking at CAASPP mean math scores, ACE participants scored 30.9 points higher than their matched peers, a statistically significant difference with a moderate effect size.
Science Club is a partnership between Northwestern University and the Boys & Girls Club of Chicago, utilizing long-term mentoring relationships to engage low-income urban youth in science. In this selection of evaluation data from the 2013-2014 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.
STEM 3D: Integrating Science Afterschool, a project of The Franklin Institute, engages underserved youth and families in year-round STEM learning and career awareness through a combination of afterschool, home and community activities. In this selection of evaluation data from the 2014-2015 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.
School’s Out New York City (SONYC) is New York City’s city-wide afterschool program for middle school students, developed as part of Mayor Bill de Blasio’s campaign commitment to expand afterschool opportunities in 2014. According to surveys, program and school staff report improvements in youth social and emotional development and leadership skills. Families reported high levels of satisfaction with their program, with 97 percent saying they would recommend it to other families.
This non-experimental evaluation focused on pre- and post-program survey results distributed to girls enrolled in Girlstart After School and Summer Camp programs throughout Texas. The study evaluated whether program participants showed an increase in confidence, ability, and desire to pursue and accomplish STEM related opportunities and future careers. The survey results for Girlstart’s After School program met or exceeded all goals set by the program prior to the post-program survey, showing a majority of girls interested in STEM, pursuing STEM careers, and feeling more confident in their abilities to complete STEM related tasks. Summer Camp evaluation results showed a similar pattern, however, results were not compared to pre-survey goals.
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The Afterschool Impacts Database is a project of the Afterschool Alliance.
The Afterschool Alliance is a nonprofit public awareness and advocacy organization working to ensure that all children and youth have access to quality afterschool programs.
Afterschool Impacts Database