Effects of an afterschool program on the academic outcomes of children and youth residing in public housing neighborhoods: A quasi-experimental study

Jeffrey M. Jenson, Christopher Veeh, Yolanda Anyon, Jason St. Mary, Molly Calhoun, Jacqueline Tejada, Stephanie Pena

Research output: Contribution to journalArticle

Abstract

Afterschool programs (ASPs) designed to increase academic performance and prevent behavior problems among young people are implemented widely. Yet few evaluations that include a comparison group have been conducted to assess the effects of these preventive interventions. This is particularly true for programs located in community settings, where research infrastructure tends to be less developed than schools. This study used a quasi-experimental design with nonequivalent comparison groups to examine the effects of a community-based ASP - located in low-income and racially segregated neighborhoods - on academic performance and school behavior problems among students in grades kindergarten to 12. The ASP's ecological program model is guided by positive youth development and a public health framework that considers risk and protective factors for academic and other behavior problems. Intervention components include academic tutoring, homework help, a manualized reading curriculum, and skill building groups that aim to enhance participants' academic and social-emotional development. Youth who participated in the ASP (n = 418; mean age = 10.8 years; 52% female; 89% youth of color) had significantly higher levels of school attendance, a greater increase in independent reading level over the academic year, and lower odds of incurring a suspension or expulsion from school than youth in a comparison group (n = 226; mean age = 8.99; 49% female; 94% youth of color). Participation in the ASP was also significantly related to classroom teacher ratings of proficiency in the subject areas of math and science. These findings suggest that community-based afterschool interventions have the potential to improve academic performance and school behavior among children and youth living in public housing.

Original languageEnglish (US)
Pages (from-to)211-217
Number of pages7
JournalChildren and Youth Services Review
Volume88
DOIs
StatePublished - May 1 2018

Fingerprint

Public Housing
public housing
school
Reading
Group
Color
community
performance
emotional development
school attendance
expulsion
teacher rating
homework
Child Behavior
kindergarten
social development
Curriculum
Non-Randomized Controlled Trials
Suspensions
Research Design

Keywords

  • Academic performance
  • Afterschool programs
  • Children and youth
  • Public housing
  • School attendance
  • School suspensions

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

Effects of an afterschool program on the academic outcomes of children and youth residing in public housing neighborhoods : A quasi-experimental study. / Jenson, Jeffrey M.; Veeh, Christopher; Anyon, Yolanda; St. Mary, Jason; Calhoun, Molly; Tejada, Jacqueline; Pena, Stephanie.

In: Children and Youth Services Review, Vol. 88, 01.05.2018, p. 211-217.

Research output: Contribution to journalArticle

Jenson, Jeffrey M. ; Veeh, Christopher ; Anyon, Yolanda ; St. Mary, Jason ; Calhoun, Molly ; Tejada, Jacqueline ; Pena, Stephanie. / Effects of an afterschool program on the academic outcomes of children and youth residing in public housing neighborhoods : A quasi-experimental study. In: Children and Youth Services Review. 2018 ; Vol. 88. pp. 211-217.
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