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Technovation Girls is a global program that empowers girls from underserved communities to become entrepreneurs and leaders. The program’s 2024 Annual Impact report found positive outcomes related to participants’ self-efficacy and confidence in pursuing STEM fields, as well as long-term impacts on program alumnae, who report increased technical skills, such as programming, and soft skills, like leadership and teamwork. Program volunteers also recognize the positive professional and personal impact the experience has on their lives.
This case study examines the outcomes of an out-of-school-time program’s partnership with a citizen science hub to support STEM learning. The partnership facilitated science learning activities and citizen science projects for over 200 Girl Scout troops across various regions of the U.S. All of the program’s possible student learning outcomes were present by the end of the program, including the development of science literacy, science identity, STEM confidence, and taking specific actions to address scientific and environmental challenges. A key feature of the program was its unstructured nature, allowing for youth self-direction and unintended learning outcomes.
This study focused on 978 participants who were part of a longitudinal study and followed from ages 15 to 26, finding that how high schoolers spend their time during out-of-school time hours is predictive of substance use in young adulthood. The analysis found that unsupervised out-of-school time with peers during high school was highly related to problematic substance use–such as binge drinking, regular marijuana use, and illicit drug use– in adulthood, while participation in organized activities in high schools, such as arts, academic clubs, and community service, served as a protective function against illicit drug use, reducing the likelihood that these students would engage in drug use at age 26.
A longitudinal study of voluntary summer learning programs, led by five school districts located in urban communities across the country, followed students from 3rd to 7th grade and found positive academic gains among the randomly assigned students to the program compared to the control group of their nonparticipating peers. After the first and second summer of program participation, program attendees outperformed control-group students. Statistically significant differences were found in math achievement after the first summer, and math, language arts, and social and emotional skills after the second summer. Researchers followed up on program participants three years after the second summer of program participation and found that while academic gains compared to average gains made in a year were no longer statistically significant, they were still large enough to be meaningful.
This study of 1,364 families followed children from birth through age 15 to examine how early life experiences affect adolescent development. The study found that participation in both early child care and out-of-school time activities during middle childhood were linked to higher reading comprehension and math achievement at age 15, suggesting an additive effect. Additionally, participation in more organized activities in the elementary years was associated with higher vocabulary scores at age 15 and greater social confidence.
This quasi-experimental study of Girls Inc.—a year-round program located in more than 350 cities for girls ages 5-18 that focuses on healthy living, academic enrichment, and building positive life skills—found that girls who participated in the program reported more positive attitudes and behaviors than a comparison group of girls across the 27 outcomes that were measured in the categories of healthy living, academic engagement and success, and life skills. Girls Inc. participants also had higher math achievement test scores and school-day attendance rates than matched non-participants. By year two of the program, 23 of the 27 outcomes were statistically significant in the positive direction, including outcomes such as school engagement; finding school fun in areas like reading, math, and science; getting excited about science; engaging in physical activity; leadership; positive relationships with adults; and postsecondary readiness.
This study evaluated the effectiveness of the Girls on the Run program and found that participants in the program improved their social and emotional behaviors and health outcomes, including measures of competence, confidence, character, connection, caring, and physical activity. Girls who scored below the preseason average showed the greatest gains, including in areas such as perceived social competence, self-esteem, empathy, and positive connection with their peers.
This evaluation of the Horizons National Student Enrichment Program—a multi-year intensive summer learning program with year-round supports—found long-term, positive impacts of participation. When compared to a control group, Horizons students who participated in programming for at least four years had higher school-day attendance rates and lower rates of disciplinary referrals, outperformed the comparison group on math and science elementary assessments, had higher GPAs, and were less likely to repeat a grade during middle and high school.
A national evaluation of the Up2Us Coach program by the American Institutes for Research found that youth who participated in the sports-focused youth development program made significant improvement from the beginning of the year to the end of the year in fitness, nutritional habits, and high-impact attributes that contribute to healthy decision-making, including positive identity, situational awareness, discipline, social confidence, and overall well-being. Greatest gains were seen among young people who had the lowest baseline level scores.
This study sought to investigate how the breadth and intensity of extracurricular activity involvement in the 10th grade predicted educational attainment eight years after high school, measured as the completion of a certificate or degree. In addition to finding that greater breadth and intensity of extracurricular involvement in the 10th grade were associated with a greater value placed on education, and that greater breadth was associated with more time spent on homework, the study found that the breadth of extracurricular involvement was associated with higher educational expectations by the 12th grade. In turn, this was associated with a greater likelihood of completing a certificate or degree eight years after high school.
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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