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Studv Skills Programs
This section discusses two programs that focus on teaching study and
comprehension skills. Neither were originally created for after-school programs, but
have been used during the after-school hours.
Study Skills Across the Curriculum ·
·Study Skills Across the Curriculum (SSAC, 1991; Olson, 1993, 1995; Olson,
1995) is a program designed for students in grades 5-8 to Improve· their academic
performance by teaching study skills. Particularly, .the program seeks to improve
· performance in content areas and to better prepare the students for active, independent
. and successful learning in high school.
This program teaches students a variety of active learning strategies for studying,
and also teaches them how to prepare for different types of tests and examinations, such
as multiple choice, true-false, essay, and short answer. Students are·taught time
management principles and strategies, SQ3R (a system for reading textbooks more
efficiently), note-taking from lectures and reading~, semantic mappipg, and additional
test-taking skills such as underlining, highlighting, and listening.
When schools take on Study Skills Across the Curriculum, a core group of
representatives from the school receives training. This team typically consists of.
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representatives from science, social studies, math, and English. This group then forms an
implementation plan for the program to ensure the use of the study skills across the
curriculum. Additionally, parents are trained and encouraged to reinforce study skills
when their children are engaged in homework activities.
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No evaluations have been conducted of SSAC use.in after-schoql setti~gs. The
evaluation of Study Skills Across the Curriculum in re~ular school hours consisted of two
parts. The first compared the stud~ skill patterns and performances of a·group of 647
SSAC students.to a group of 347 cont~ol students. Controlling for pretes·t differences, the
SSAC group outperformed the control group on the study-skills inventory (ES=+.52),
which measured the extent to which different components of study skills taught in the
program were used. Theperform~nce ofthe students was also measured on a critenon:referenced study skills test creat~d by the St~dy Skills group .. Once again, the SSAC
group students outscored the control group.(ES=+2.76); However, the set of skills that
were measured had not been taught to the control group.
The second part of the evalua~ion consisted· of a comparison of academic report
card grades earned by "the students in the two groups at the end of the .first and third
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quarters in English and science. Controlling for pre-test differences, SSAC students
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outperformed the control students in English (ES=+.88) and science (ES=+.22).
Study Skills Across the Curriculum was not originally created for use in after·school settings, but has often been used in that way. The creators . of the program report
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that they are able and willing .to help after-school programs tailor SSAC to meet their
needs. SSAC exists in 1,000 schools across the country.
Project IMP ACT
Increasing Maximal Performance by Activating CritiCal Thinking (IMPACT) is a
language· arts and mathematics program that trains teachers to use critical thinking,
problem solving, and higher order thiQking m mathematics and language arts with
children in grades 3-12 (Winocu.r; 1977).
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With the help of Project IMPACT trainers, classroom teachers learn how to revise
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their current curriculum and include. such critical thinking skiJ!s as·. inductive and
deductive reasoning, problem· solving, and decision making into their daily teaching.
Implementation of the curriculum is self-monitored but also peer-monitored by other·
teachers, administrators, and project staff.
Although the Project IMP ACT currkulum was d~veloped for use in mathematics
and language arts, it has been expanded for implementation in science classes. Project
IMPACT is used with high- and low-achieving students in urban, rural, ·suburban, public,
and private schools.
Two evaluations of Project IMP ACT have been done. The most recent evaluation
compared IMP ACT students in grades 6-9 to matched students in a control group. The
treatment students outperformed the control. group on the Cornell Test of Critical
Thinking with effect sizes of +1.81, +.64, +.42, and +.47 ingrades six, seven, eight, and
nine, respectively (IMPACT, 1995).
Project IMPACT began in California, has been adopted by 480 public school
districts, 2,384 public schools, and 124 private schools. The program now has adoption
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sites in 42 states in the United States and in Guam and Puerto Rico.
Academically Oriented After-School Programs in Other Areas
Voyager Expanded Le'arning ·
The Voyager Expanded Learning Project is an extended school-day (before- and
after-school; summer and intersession) program. It applies a variety of academically
·enriching themes designed to help elementary school children in grades K-6become
active learners in mathematics, reading, science, arts; and social studies.
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When a sch~ol adopts the V?yager model, a district administrator is selected to
conduct training sessions prior to the implementation of the program, and to serve as a
facilitator whenever problems rna~ arise. A site director, typically a teacher in the
participating school, reports to the district director. This person receives training in' the
philosophy, curriculum, and teaching methods of the program, and then facilitates the
implementation of the program in the participating school. The recommended class size
is a maximum of eighteen.
Using a st(!.ff of highly qualified curriculum writers collaborating with subject
. ·area experts, the Voyager Expanded Learning program has designed curriculum units in'
reading (Timewarp), math (Lightspeed), biology (Dragonfly), business (Success City),
the arts (Kaleidoscope), history (Marco Polo), ast~onomy (Spaceship of the Imagination),
physics (Mainspring), archaeolo~y and anthropology (Ice Age), and health (Pre+Med), ·
among others. The goal
of these units is to make learning interactive and meaningful by
providing a "thematic, multidisciplinary-approach to instruction" that will allow students
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theories, facts, and concepts, while - at. the same time requiring them' to learn
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higher-order thinking skills by solving ·real-life problems." Th~ units are divided into ...
daily activiti~s that incorporate active learning projects and outcome objectives for the
teaehers and the students. The curriculum is research-based and aligned with state and
national standards.
Voyager currently has sites in o_ver 250-schools across the country and is.
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expanding rapidly. The program is currently undergoing an ext~nsive evaluation process '
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under the guidance of nationally recognized experts. Re~ults reported to date are based
largely on extensive teacher-parent surveys, SUPI>Orted by an independent stUd):'
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conducted. by the Houston Independent School District involving over 950 students in the
treatment and coimol groups .. Results ofthe Houston study showed that, on the average,
students in both groups made gains .in math and reading .. The results of this study are ·
limited in their generalizability,
a5 1t .is unkn~wn how the students were selected to be in
. the two ·groups. The issue of selection bias· was not addressed in the study . Results of
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t~e .teacher.:.parent surveys showed thatthe students enjoyed the program, and teachers.
and administrators felt that it helped the students. and they would use it again.
Hands On Science Outreach·
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Hands On Science Outreach (HOSO) is an exten~ed school-day and after-school
·program developed to encourage children in grades pre-K to 6, including minority, lowincome, and at-risk students, to have fun learningscience and to learn by example and
experience: that anyone can engage in scientific inquiry. HOSO aims to improve
problem-solving skills and confidence in participating in science activities.
When schools and community groups adopt:Hands On Science Outreach, they are
. . provided with adult leader training activities, program activities, and materials that the
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children are able to take home. These include everyday materials such as paper, water,
rubber bands, tapes and other common things that children can use to perform scientific
experiments both during the after-school hours and at home. The activities are divided
into gra~e levelsPre-K, K-1, 2-3, and 4-6, arid are carried out in eight week sessions each · ·
. year.
Hands On Science Outreach was evaluated in 1993 by Sierra Research Associates
· (Goodman & Rylander, 1993) to investigate the effects of the program on children's
attitudes and un~erstanding of Hands On Science during one session (eight weeks). The·
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study consisted of 51 Hands On Science Out.reach participa?ts an.d 39 cont:rol group
students. Control students attended the same schools and were in the same classes and
grades as the participants~ Students were not randomly selected to participate in the
program; but they .were matched with the control group students on the basis of grade.
The assessment tool used in the study in~lude~ interviews and \questions about scientific
· inquiry, having students recall what they had been taught during the eight-week class, .
and. student perceptions of who can do science and what it takes to do science.
· Results of the analysis showed that the HOSO participants made statistically
significant gains in their understandings compared to the control group. At the end of the
·evaluation, the HOSO students understood what sCience involved, displayed significantly
better content knowledge, and displayed significantly better understanding and . ·
perceptions of who can do science, as compared to the control group. Other results
showed that within. the Hands On Science Outreach group, children who. were able to
recall the information about what had happened during the previous eight weeks did
better when asked "what is science?'~ than did students who did not recall as much.
Parents of the students were surveyed to see if their children showed any interest
in science at home. Anecdotally, parents of children who scored higher on the
assessment reported that their children showed more interest in science. Results also
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showed an instructor effect; the more highly ratedthe teacher by.the observers, the better
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the students recalled the· information ..
This study suffers from many of the problems endemic to after-school studies.
The students were self-selected and can be assumed to have higher motivation. The
assessment focused on the specific material taught in the program, to which the control
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students were not exposed. The evaluation results. therefore. can 'be seen only as
anecdotal, not conclusive. Hands Ori Science Outreach is currently b~ing used in 250 ·
schools In 26 states and the District of Columbia.
Fifth Dimension
Fifth Dimension is a cognitively-based extended school-day program
developed at'_theLaboratory of Comparative Human Cognition (LCHC) of the University
of California at San Diego (Cole, 1994a, 1994b; LCHC, 1994; Blanton, Mayer, & Shustack, 1995; Blanton, Moorman, Hayes, & Warner, 1996)
The program,operates from .the Vygotskyan perspective that exposing young
children to increased opportunities to learn academic and social skills in collaboration
with more capable others will allow them to develop their academic and social skills .
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The program stresses social interaction, communication, and problem solving in
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approaching the various tasks. The children are given choices about what tasks to Jearn,
but are required to follow directions . At each site, mythical creatures are created with input from the students, and their
role is to serve as a "sounding board, "/mentor/friend to the children. All of the
creature~
Jive inside the compu~er, and enjoy receiving e-mail m·essages from the students.
Students in the program update the creature about their progress;. celebrate their
successes, shar~ their frustrations, and seek advice from the creature as. they work on their
tasks. Additionally, the students have their peers and college students or other volunteers
to serve as mentors when solving their tasks.
Each program has a site coordinator who serves as a bridge between the entity
where the program exists (e.g., Boys and GirlsClu.bs, YMCA, church) and the
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sponsoring/training entity (e.g. 7 the u~iversity). The progra~ coordinator is responsible
for the day-to-day running of the program and for troubleshooting. The staff of the
program mainly consists of undergraduates from local universities (preferably from the
sponsoring institute). Prior to working in the program, the undergraduates enroll in a.
cognition class that,explores theories of learning, language, c_ulture, literacy, and
cognition .. They become. "junior researchers," take field notes, observe interactions
bet.ween children, and attempt to interpret their observations. Then; the students enter
into the Fifth Dimension program, where they serve as assistan~s to and ment6rs for the.
students as lhey guide them throughlheir activities.
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Fifth Dimension emphasizes active learning through ·"playing." Most activities
·involve engagement with computers, with the. exception of a few manual board games.
In the after-school programs, the Fifth Dimension is a "maze" or a "map" of tasks that
each student must navigate in order .to finally become a "wizard's assistant." Each step on
.the map is usually characterized as a room, and each room has three tasks. Each of these
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tasks has three levels (beginning, middle, and expert). The types of tasks are usually
specifically developed to meet the needs of the students, and each maze is personalized.
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Students must. complete the requirements of an activity at all three levels before moving
to the next activity. After completing one. activity, the students have the opportunity to
either move to ttie next linear task or to go to the "dare room," where they can choose any
activity they like. As the students progress through the maze, they earn points,
certificates, and merit badges. When the participants have completed the tasks, they
receive certificates and awards that recognize them as "wizards' assistants."
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The program is intended to enhance work-study habits, social skills, social
consciousness, working with peers, following instructions, and problem solving, and to
improve academic achievement in mathematics, reading, and word problems.
Numerous site-based evaluations have investigated the effects of participation in
the program on various co~nitive and academic outcomes. However because
participation in this program is voluntary, it is difficult to find an appropriate control
.group. The program established experimental groups by selecting students who had
attended a minimal number of sessions. Control groups generally consisted of students
who did not attend the program at all. Ai smile of the sites, turnover made it difficult to
establish( an experimental group.
Effects of participation in Fifth Dimension were assessed on near transfer,
medium transfer, and far transfer of general academic abilities (Blanton, Mayer, &
Shustick, 1995). · Near _transfer studies investiga~ed the transfer of skills and knowledge
that the children had Il':amed in the Fi.fth dimension programs that were specific to the·
· program. Examples of these i~cluded improvement in playing computer and board
games (study l ), factual knowledge of computers (study 2), hands-on proficiency usfng..
computers (study 3), and knowledge of computer terminology (study 4). In these studies,
· students in the program showed improvement over time in playing computer and board
games, and improvement of factual knowledge of computers in areas that they had been
taught. These studies did not involve control groups.
Four studies explored the effects of Fifth Dimension on medium transfer of basic
literacy skills to new tasks, investigating .students' comprehension of computer game
instructions. Two studies (studies 5 and 6) were conducted at Appalachian State
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University in Boone, North Carolina, and at California State University, San Marcos.
Another investigated the effects of the Fifth Dimension program ·on improving students'
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· ease of learning to play a new math-related computer game. This study (study 7) took.
place at the Univer~ity of California at Santa Barbara.
All of the medium-transfer studies
included control groups,
The students in studies .5 arid 6 were tested on
an instrument that had been
developed based on a specific computer game. All of the students were administered the
.pre-test, played the game once, and then were 'administered the post-test. Studies 5 and 6
showed differences in comprehension of instructions between the groups of students who
had been involved in the program and those who had not.
Fifth Dimension is headquartered in California, with regional sites in Solano
Beach, Escondida, and La Jolla, San Diego. The program exists at sites at ten California
University campuses, andalso has sites in Boone, NC and Burlington, NC. Fifth
Dimension also has international sites in Sweden, Denmark, Russia, Israel, Mexico; and
Australia.
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Tutoring Programs to Improve Reading
This section, adapted from Wasik ( 1997), briefly addresses some structured
tutoring programs that either exist as after-school programs or as in-school programs that
could be implemented during the after-school hours. For more detailed information on
the program's, readers should refer to Wasik.( 1997), or contact the programs listed in the
contacts section of this report. The programs selected for this review include programs
that have some evidence of effectiveness or are. undergoing .evaluation.
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Howard Street Tutoring Program
The Howard Street Tutonn'g Program (Morris, 1990a, b) is a remedial tutoring
program created for students in second and third grades ~ho are reading below grade
level.
When schools become involved in the Howard Street Tutoring Program, a reading .
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specialist or reading teacher become$ the on-site coordinator Of the program. This-person
is trained on how to tutor the students, how to write the lessons and lesson plans to be
used by the volunteers, and how to train the tutoring staff. As this is a volunteer program,
.the staff consists of non-paid adults and college students who must go through .the
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training program before they become tutors.
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Classroom teachers, using an informal reading iiwentocy, initially identify
students who are performing significantly below grade level for placement in the
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program. Once enrolled, students engage 'in daily one-hour one-to-one tutoring sessions,
which take place every week.
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The program has been ~valuated on a·srnall scale. In t~o Chicago evaluat~ons,
the Howard Street Tutoring Program students outperformed randomly assigned
comparison groups in word recognition and word-passage reading. Tht; progr_am still
exists in --~schools, but its creat,or~as since moved on to another institution (Apalachian .
State University in North Carolina), where he has be.gun a similar program (First Steps)
fo.r first-grade students encounte~ng similar difficulties :in reading.
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.Book Buddies
Book Buddies is a tutoring program created for first g·rade ·students who have
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heen identified by their classroom teachers as having reading problems. It was originally
developed at the University of Virginia (Juel, 1984)..
When schools take on the Book Buddies program, they hire an on-site program
coordinator who is trained to implement the program. The tutorial training consists of
eight hours of initial training provided by the creators of the program, and additional
hours· of training on an ongoing basis. The on-site coordinator is responsible for training
and observing the tutors, who are mostly graduate students who are working on or have
obtained a master's degree. The tutoring session is highly structured, and tutors are
expected to follow the lessons prepared by the coordinator.
Classroom teach~rs identify students who are having reading problems. Once the
students enroll, they attend one-to-one tutoring sessions twice per week, where they learn
to read by engaging in re-reading of familiar storybooks, word study, writing, and reading
new stories. The students use storybooks, a tutoring manual prepared with tlie help' of the
coordinators and the researchers, and other materials.
This program has not been evaluated in comparison to a control group. Book
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Buddies students who had received many sessions were compared with a group that had
received fewer sessions. As would be expected, the group receiving more tutoring
sessions did better. Because there are many reasons (such as poor attendance) that could
explain why some students received fewer sessions, this is not a conclusive evaluation.
:Book Buddies is currently used during the school day, but it could be adapted for use
during the
non~school
hours:
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Reading One-to-One
Reading One-t<?~One is a remedial tutoring program designed at the University of
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Texas at Dallas (Farkas, 1996) for students.in first to third grades who are having
difficulties in reading.
The main persons responsible for implementation of Reading One-One are lead
tutors,' who are usually college students. The leaq tutors and volunteers are trained, using
a manual created by the program developers, and then assessed based on their knowledge
of the manual. Once the tutors are ready, the·y are placed with students arid observed for
six weeks. The tutors are asked to work with the students for a period of at least six
months, two hours perweek, and two days per week. The tut9rs are generallypaid a
stipend.
Students who enroll in the Reading One-One program have been identified by
their teachers as in need ~f tutoring, based on their scores on the Iowa Test of Basic Skills
(ITBS). Students sc.oring at the 40th percentile and lower ar~ referred to the program.
They receive one-to-one sessions at least three to four times per week. Students in the
· program learn to master words and letters using basal reading books, Sunshine Books
from the Wright group, and a tutoring manual. · .
The Reading One"'One program has not been evaluated using a comparison group,
but an evaluation did. find a correlation between the number of tut.oring sessions that the
students were involved in and their performances on the Woodcock Reading Scale. As
with the Book Buddies evaluation, however, this correlation could be influenced by
factors other .than the effectiveness of the tutoring.
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Reading One-to-One was not originally designed as an after-school program, but
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it has been adapted for use during the non-school hours.
Help One Student to Succeed (HOSTS)
HOSTS (Gallegos, 1995; Hosts Corporation, 1994; Wilbur, 1995) is a model that
h~lps schools create tutoring programs for at-risk students using a mentoring approach.
HOSTS schools provide one-to-one, usually after-school tutorial services to Title I
students in elementary through high school who are perfonning belo~ ·the ~Oth percentile.
This includes limited English proficient students and those who have been retained or are
in special education classes. HOSTS trains volunteers from businesses and the·
community, as well as peers and cross-age mentors, to sei'Ve as tutors.
HOSTS helps schooi staffs choose curriculum· materials that are especially
tailon~d to the individual needs of the children receiving services and aligned with what is
being taught in th~ regular classroom. Schools involved in HOSTS.have access to
learning materials that have been designed to help the targeted population. The ·mentor or
tutor follows a carefully designed lesson plan generated by the Title I teacher from a
.. comprehensive database that aligns the c~rriculum of the schools to local objectives or
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state frameworks.
· HOSTS evaluations have not includeq pre-:post experimental-control group
comparisons. They have measured stUdent success by looking at NCE scores, NCE
gains; and the number of students who pass ·at grade level. In a multi-state study of
HOSTS done for Title I national validation (HOSTS, 1994), students in grades 1, 2, and 3
made substantial NCE. spring:-to-spring gains (15·, 25, and 25, respectively), and students
in other grades also made· significant NCE gains. In a spring-to-spring California
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evaluation involving second, third, and fifth graders who were 95% Latino. 'the HOSTS
students had NCE gains of 11.4, 9.5, and·9.9 respectively. These NCEgains exceeded
the average gains of the school and the state .
. Since its inception in Vancouver, Washington, in 1972; HOSTS has involved over
150,000 students and 100,000 mentors in more than 4000 programs nationwide, many of
which are after-school programs.
Reading Recovery with AmeriCorps
Reading Recovery with AmeriCorps is a variation of the orig~nal Reading
Recovery tutoring program substantially adapted for use by volunteers. Whereas the
original program (Clay 1985; Huck & Pinnell, 1986; Pinnell, 1989; Pinnell, Short, Lyons,
& Young, 1986; Pinnell, DeFord, & Lyons, 1988; DeFord, Pinnell, Lyons, & Young,
1988, Wasik & Slavin, 1993; Pinnell, Lyons,DeFord, Bryk, & Seltzer, 1994) was.
designed for use only by certified reading tutors who are already credentialed teachers or
reading specialists, the AmeriCorps version of the program trains community volunteers
who are paid by AmeriCorps to deliver tutoring services to the students. As with the
.original Reading Recovery, this program is designed for students in grade 1 who are
reading below grade level.
Schools participating in the AmeriCorps/ Reading Recovery program must
already be Reading Recovery schools. The main overseer of the program is the Reading
Recovery teacher, who is of course very familiar with the original Reading Recovery
training program. This person provides AmeriCorps volunteers with 150 hours of initial
training, plus additional training and follow'"up.sessions. The Reading Recovery
teacher/leader also provides the materials used in the program. Students are selected into
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the program upon identification· by their classroom teachers. They arestudents withl~ss
severe reading problems who would not therefore meet the standard Reading Recovery
criteria for t~toring services. Typically, the.most at-risk children, those reading below the
i01h percentile, would receive standard Reading Recovery tutoring from a certified
teacher, while less at-risk students would receive AmeriCorps volunteers as tuto.rs. Once
enrolled in the program, students receive one-to..:one tutoring sessions every day. Some
Of the skills that the students learn include word knowledge, letter identification, concepts
of print, text comprehension, and oral storybook reading.
. .Although the onginal Reading Recovery model ha~ been evaluated many times.
using control groups, the AmeriCorps adaptation h~ not been evaluated in the same way.
The research on Reading Recovery with AmeriC6rps shows that students involved in the
program made NCE gains, but it is not clear what gains they. might have made without
the program. Although the program was designed for use during school hours, it could
.. be adapted for use d~ring non-school hours.
Intergenerational Reading Program (IRP) .·
Thfs program was designed to· iinprove the reading skills of first-grade students
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experiencing difficulties with reading, using
an intergenerational modeL
This program
trains and sometimes pays senior citizens and foster grandparents as tutors.
When schools adopt the lntergenerational Reading Program, they hire a certified
teacher who trains
and supervises the voluritt~er tutors.
The tutors are given three initi~
. three-hour training sessions, where they learn about'metacognitive aspects of reading,··
such as grap~o-phonemic relationships and ·phonics. Additionally, schools meet at least
twice every month for'continuing training.
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Stud~nts who enter the program are first graders who. are identifiedby·their
teachers as being at risk for reading problems. They receive one-to-one tutoring at least
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three times' p~r week~ .The se~si9ns ~o~sist ofindividualized 'tutoring sessions in which
the students learn basic elerhents~f reading, such as phonics, spelling, and text in
context, using stor~books and .word strategy materials developed by the creators' of the
. program.
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The Intergenerational Reading Program is being evaluated, but there are no data .
yet available.
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Reading TogetherNISTA
Reading TogetherNISTA is an early'-intervention reading pro grain designed for
low-income kindergartners arid pre-first grade children (Neuman, 1991; 1996, 1995; ·
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Neuman & Gallagher, 1994; Shanahan &'NeumaQ, 1997; Neuman & Roskos,1997;
.Roskos & Neuman, 1993; Neuman & Roskos, 1994). The program is designed to expose
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.young children to.concepts
of literacy.'and reading, using prop boxes 'to improve
children's languages and skills. The prop boxes consist of a variety of articles put
together to stimulate the use of new vocabulary ~d language among the children. Some
of the contents include- crayons, paper, pencil~; interesting objects, and books.
Each Reading TogetherNIST A school has a program coordinator. This person
receives training on how to create, use, and train additional staff to use the prop boxes.
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The staff consists mostly of.paid, trained VISTA ·volunteers who train parents of lowincome children to work with their own children two hours per week. The YJSTA staff
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members do not in~eract directly with the children; instead, they prepare and distribute
the prop boxes and show the parents how to use them with their children. Additionally,
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they observe parents' interactions with their children and continuou.sly provide feedback
to the
p~rents.
Students enrolled 'in the Reading TogetherNIST A program do no~ have to b~
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diagnosed as having reading problems prior to participation in the program. The goal of
the program is to enrich the language arts experiences of the children before they enter .·.
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the first grade, so that they ·will be less likely to be diagn~sed as "behind" in reading, or
."at risk" for school failure.
A small evaluation of this program (Ne~man, 1995) showed that students
involved in the program made gains in reading when they entered the first grade. This
evaluation, however; did not include a c~ntrol group.
Early Identification Program
The Early Identification Prog~~(EIP,.1989) is anin~schoolprogram designed to
improve students' reading performance in kindergarten.
When schools enroll in the EIP program, they hire two part-time program
coordinators, who become responsible for. the training of volunteer tutors. The initial
training consists of teaching the tutors to use the tutoring manuals, which contain
sequenced materials that the students and the tutors use. The staff that implements the
tutoring program mainly consists of non-paid cmnmunity volunte~rs. Prospective Early
Intervention Program participants· are iden~ified by, their Kindergarten teachers.
Students in EIP are provided with one-to-one tutoring sessions. These. sessions
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focus on perceptual motor and fine-motor skills, categori.zatio'n concepts, and reading
readiness skills.
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The Early Identification Program was involved in an evaluation that compared
EIP students with non-EIP students (EIP, 1989). Although the EIP students improved
their scores, the non-tutored group actually performed better than the tutoreq group on the
tasks required of them. However, students were not randomly assigned to the groups,
and those in the control gro~p (less a~ risk) scored higher than the experimental group at
the outset of the comparison: .
READ*WRITE*NOW
READ*WRITE*NOW is a comprehensive effort to encourage children to enjoy
reading in hopes of improvi!lg reading among at-risk youth before age nine (Riley 1995,
1996). The goal of READ*WRITE*NOW is to increase the amount of reading done by
children (especially low-income), and to encoura~e parents, volunteers, and teachers to
participate in the lives of the children. READ*WRITE*NOW is not a specific method of
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tutoring, but is more of a model that could be used to organize schools, cities, and
communities to set up tutoring programs for young children.
When schools or community centers participate in READ*WRITE*NOW, the ·
main person responsible fo'r.the.administration <;>f the program is a hired program
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coordinator. READ*WRITE*NOW does not require that the program coordinator be a
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certified teacher. This person then trains prospective tutors, who are non-paid parents
and community volunteers. The tutors involved in the program receive training that is·
not uniforin from site to site.
Unlike many of the other programs reviewed, READ*WRITE*NOW does not
pre-diagnose students before they enter. into the program. Participation is open to
everyone. It is more of a "reading partner" or "reading buddies" program than a tutoring
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program. The adult listens to. children teadiryg, providing minimum guidance when
needed. Adults are encouraged to play positive roles in the lives of the children by ·
reading with them and modeling reading to them. The expected result of this program· is
a
that students will have joy for reading, and will progressively become better read~rs
. with increased opportunities 'to read.
Students engage in these activities at,least once a week for thirty minutes, and
they are encouraged to read. the stories that they have already gone over at least five times .
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. a week. Students read storybooks mostly from their .school and the public library.
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The program does not have a prescribed method of teaching or training the tutors.
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READ*WRITE*NO\Vis basically an ~rganizational scheme providing information about
some·aspects of how to set up a "reading bud.dies~' program .
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READ*WRITE*NOW is about one year old and does not have evidence of
effectiveness, but it is currently being evaluated form.atively. 'READ*WRITE*NOW
packages are available for schools, communities, and neighborhoods inter,ested in
implementing the prognim
a~ros~. the country ..
.
For more a mor~ extensive review of research. on volunte~r tutoring programs, see
Wasik ( 1997).
Community Based After-School Programs
Murfreesboro Extended School Program (ESP)
. One of the most widely known community-based extended-day school programs
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·is the Murfreesboro Extended School Program (ESP) in MurfreesborQ, Tennessee. This
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program began in 1986 at one elemeptary school (Jones, 1994; Jones, 1995): The
program has a clear acadef!lic focu~. but also includes cultural and recreational elements.
The hours· of the Extended School Program are from 6:00a.m. until7:45 a.m.,
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· and then again from 2:25 p.JTI. until 6:00 p:m. At the end of the school day, students
in_volved in. the ESP program are divided into groups of twelve and provided with a
qualified .staff person who provides academic enrichment and support. Each day for 30 ·
minutes, students are provided with tutors (students from Middle Tennessee State
University, parents, and staff from the school) who help them with their homework.
Following this,· the students involved in the program are able to choose additional
academic skills classes, in which they learn basic re'ading skills and basic mathematics
skills, geography, science, study skills, and other ~igher- order thinking skills using the
Paideia philosophy as the basis for the curriculum and instructional program. The
Paideia program, based on the work of Mortimer Adler ( 1982), emphasizes engaging all
students in intellectual inquiry, with a particular focus on greaJ books and great thinkers.
It uses small group "Socratic" seminars, coaching by teachers, peer tutoring, project- .
based learning, and other means of engaging students as active learners. Paideia
principles are used as a general_guide to reform, not as a specific strategy.
Cultural activities include music, violi~ and guitar, ·arts, computer clubs, and
foreign language. Additionally, students have opportunities to engage in recreational
activities, such
a5 physical education, movies, handicrafts,. dance, and also Brownies and
4-H.
The program is now institutionalized in the Murfreesboro school district, with
support from the central school district as well as site-based support. About half of the.
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school-aged students in the district (25,000 students) are involved. Each school has a
staff person provided by the district, the equivalent of a half~iime assistant principal, who
is mainly responsible for the extended school program ..
The ESP program does not have evidence of effectiven.ess. It exists only in · ..
Murfreesboro, but has been sustained for eleven years.
New York Beacons Schools Program .
In 1991, the.New York City Department of Youth and Cominunity.Development
created the New York City Beacons program in ten schools (Lakes, 1996; Canada; 1996;
McGillis, 1996). The main goal of the program is to reduce crime and violence among
youth and their families by providing after-school programs for the whole family, to
ultimately improve school and community linkages. By improving parental participation
in the lives of the children, the program was intended to lead to better ~nd more
supportive neighborhoods for children, youth, and families.
The B~acons are school-based community programs, which means t.hat they are
located in schoois but also serve school-aged children living within the area who do not
attend the schools in which the programs are operated. The programs provide a
combination of educational, cultural, and recreational programs for all of the community
participants. Sttid~nts can participate in cultural and ~ecreationai programs; such as Boy
Scouts, Girl Scouts, seasonal sports, and Boys and Girls Clubs, and they can enroll in
other cultural and recreational programs that specifically fit the needs and desires of the
communities the families live in. In addition to providing after-school programs in the
individual scpool sites, Beacons programs provide family services such as Adult Basic
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Education, ESL, Family Counseling, Patent Education, and a range of health and social
services· on site. They also serve as venues for co~munity meetings.
The Beacons after-school programs for yotith also stress academic support,
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remediation, and enrichment. Exa~plesof ~cade~ic assistance include tutoring,
homework help,_SAT/ACT preparation, and college preparatory classes. All the-Beacons
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schools are also regularly involved in technical assistance programs with. the Fund for the
City of New York. For example, The ;Beacons have an educational curriculum/training
component titled "Making Literacy Links," which focuses on literacy, and uses journalwriting, storytelling, and reading activities. Enrichment activities include classes in video
production; newspaper production, and script writing.
When
sch~ols become Bea~ons, they are required to maintain a Community
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Advisory Council, wh'i'ch must include teachers, parents, principals, youth neighborhood
organizations, and other c'ommunity residents. The Council continuously oversees the
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various entities involved in the group and ensures that they all contribute to the progress·
and cohesiveness of the program .. .The lea~ !-tgencies, usually existing community
agencies, recruit and provide services to. the members. The lead agencies generaliy stay
~pen longer hours, already exjst in the comrritini'iy;'and are alr~ady ethnic~lly~ racially,
and culturally sensitive to the ·neegs of the communities they serve.
The Beacons have four main goal.~: youth development, parental involvement and
family support, school community linkages, and b~ilding safe and supportive
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neighborhoods for_ child and youth development.
The youth development aspect of the program aims to provide stUdent~ ~ith a
sense of commun_ity. Youth are· engaged in challenging and engaging activities that·
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allow them to participate meaningfully in decisiorimaking, with a goalof eliminating
such challenges to teenagers as violence, substance abuse, juvenile delinquency, and
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teenage pregnancy.
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The improved school/home/community linkages strive to use the school as an educational forum that changes and forms the community into a goal-oriented network of
· youth and adults, school staffs, schools as a whole, and minority communities. Some of
the goals of these linkages include increasing school attendance and improving
community problem-solving capabilities. The schools and the Department of Yout~ and
Community Development also collaborate with the Administration for Children's
Services to provide additional social services for the children involved in the Beacons
program.
Parental involvement in the Beacons program includes both getting parents to
help in the after-school program and offering opportunities for the adults to improve
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. themselves thro~gh adult educational, cultural, and recreational classes during the non.
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school hours. As they strive to improve relations between the schools and parents, the
Beacons help the parents by accompanying them to meetings with school staff and by
ho~ting parent-teacher Beacon meetings. . ·
. The Beacons are run by Community Advisory Councils Boards, which are made
up of community school boards, com,munity organizations, principals, teachers, p~rents,
· school administrators, youth religious leaders, and also private and city service providers ..
Beacons Programs exist in 40 New York City sch~ols and are currently undergoing an
evaluation.
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LA's BEST
LA's BEST (Brooks & Hennan, 1991) is an after-school education and
enrichment program created for students in the inner cities ~f Los Angeles. The goals of
the program are to create a safe environment for students living in the city, to provide
students with enhanced educational, enrichment and recreational activities, and to teach
socio-emotional skills. LA's BEST currently serves about 5,000 students at 25
elementary schools in the Los Angeles Unified School District.
In order to become an LA's BEST school, the site must have students who are
academically challenged (low test:.scores) and ·financially disadvant~ged, and must be
located in a high crime neighborhood in the Los Angeles Unified School District. The
main overseer of each local school program is a site coordinator (some sites may have
more than one). By design, each site coordinator is given a great deal of local autonomy .
.This person also oversees additional staff, who are the p~ogram supervisors; plaxgtound
workers, specialized small group leaders,. and high school student workers and
volunteers. All employees of LA's BEST are qualified by the Los Angeles Unified
School District. Although there are no basic minimum requirements for the positions, the
program coordinators and program supervisors tend to be teachers from the regular
school day who are cre.dentialed. The program ~opes to reach students who are
challenged academically, socially, and socio-emotionally and ~eter them from violence
and crime by providing them with homework assistance, academic enrichment, cultural ·
and recreational experience's that develop talents, skills, and hobbies, socio-emotional
suppo~. enrichment opportunities such as theater and visual arts, and monthly field trips.
LA's BEST involves the community in the development, running, and organization of
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the program by hiring high school students and undergraduates as well as community and
neighborhood residents to serve as aides, and by providing parents with opportunities to
volunteer.
When students enrolUnLA's BEST, they initially participate in the basic
academic program, which provides them with opportunities to improve their skills in
areas in which they may need help.
All of the LA's BEST students are required to
participate in the homework lab, where students are tutored by aides and other members
of the staff in reading, language arts, mathematics, and other subjects. The tutors receive
regular training in the varying ways that children learn and are supported by supervisors
and activities consultants, a full-time ·program director, and the President and CEO.
Other required academic activities for all LA's BEST participants include computer skills
and literacy development, and these activities take place every day. In addition to the
required academic activities, students participate in academic enrichment clubs and
opportunities, such as science and mathematics clubs. After the academic period, ~tudents
choose from a variety of recreational, cultural, and enrichment activi~ies. 1n·· order for the
students to remain in the program, they must maintain a minimal attendance (which
varies from site to site):
The main evaluation of LA's BEST was a formative evaluation of the program
(Brooks & Herman, 1991). Surveys were given to parents, staff, and the children.
Parents and students felt that they had benefited from the program.
The .evaluators
advised that future evaluations should include more rigorous qualitative and quantitative
evaluations.
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Since the original evaluation, a longitudinal form~tive and summative evaluation
of the program was performed by the Center for the Study of ~valuation at UCLA
(Brooks, Mojica, & Land 1995). This evaluation was a longitudinal study of the effects
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of LA's BEST on children's academic skills, parents, and also on the students; motivation
to succeed in school.
This study wa5 a matched-comparison design, with the classroom being used as ·
the unit of analysis. The study involved 19 LA's BEST schools that exhibited certain
factors that placed the. students· more at· risk for failure than others, such as low
achievement (standardized test-scores), low socioeconomic status, and high violence
rates in the neighborhood. Most of the students in the study were minority children who
were~nglish language learners. The study compared the grade-point-averages (GPAs) of
students' who participated in LA's BEST for two years with those of students who did not
participate in the program at all. LA's BEST students made significantly more academic
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gains than did the comparison group. When the program began, the LA's BEST students
were academically "behind" the control group, with lower overall GPAs.
A second
comparison,. a comparison of the LA's BEST and non-LA's BEST students showed that
students in the program actually caught up and surpassed the control-group students in
GP As in the areas of mathematics, science, social studies, reading, and composition.
Again, the results were statistically significant.
The evaluators address the issue of selection bias (Brooks, Mojica, & Land,
1995). Participation in LA's BEST requires parental permission, regular attendance in
the program, willingness to participate in the program, and a host of other factors that
already distinguish participants in the program from non-participants. Additionally, prior
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to participation in the evaluation itself, parents of the participants had to fill out fo.nns to
make them eligible for the study, and this also affectedthe students involved in the study.
·Additional evaluations of LA's BEST included interviews with the st~dents about ·
their environments and issues. related to safety and availability of helpful resources du.ring
· the non-school hours. Students who attended LA's BEST responded that . they felt safer
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during the after-school hours, had more access to helpful resources, liked school more,
had higher aspirations to complete high schooL and were less likely to participate in
gangs. Finally, parent interViews revealed that the parents felt that the students were in a
safe environment and were being encouraged to apply themselves academically.
Child First Authority
The Child First Authority (CFA) is a Baltimore program that seeks to provide
quality extended-day learning centers. The CFA .received funding from the Mayor's
office through a local Industrial Areas Foundation branch named Baltimoreans United in
Leadership Development (BUILD) in the summer of 1996. During the first year of
funding, the CFA established extended school-day learning centers in ten schools. The
main goal of this program is to improve the quality of life in Baltimore City by directly
serving public . school students and their families academically, culturally, and
behaviorally in the school-b~ed extended-day learning centers. The program uses the
. schools
as
hubs of activity in which parents, staff, administrators, church members,
students, and other community members get together.
· The CFA programs in the schools in Baltimore are not all the same.
CFA
oversees the program as a whole, and specifies the academic and parent/community
components of th~ program, but the programs have evolved differently from site to site.
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For example, different extended school-day centers have chose.n to use different cultural
enrichment programs, depending on the needs and the goals of the program planning
teams.
Much like LA's BEST 'and the Beacons program, Child Fir~t s~eks to tie parents
and communities together.
The CFA. consists· of an Executive Board, made up of
different representatives from BUll..D; the Mayor's offi~e; arid the City CounCil, and the
Board .meets regularly.
Additionally; each site has
aplanning team made up of the
different community, school, and church entities .. This team determines the content and
structure of each program at each site, and v~tes on all policy issues that the programs
take on.
In order to. become a Child First school, a school must be identified by a BUll..D
member, who then ~ngages in discussions with the principal to determine if the school is
ready to take on the responsibilities involved. · A school planning team· then signs a
compact with the organizing body, wh.ich ·grants the group access to _the school, t~e·
·,
parents, and space for the after-schoo.I p~ogral!l.
. Each school empl~ys a progr~m coordinator,. an academic coordinator, and a
parent/volunteer coordinator. .·The ·academic parts of' the program function as true
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extended school-day. programs,. whiCh means '.that the teachers who work during the
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regulai school day are the academic teach'ers in the after-school hours, and are trained in
teaching reading, writing, language arts, .and other subjects.
Some of the programs
in~orporate externally -developed extended school-day programs which are taught by the
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· regular school-day teachers.
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The main evidence of effectiveness for CFA consists of anecdotal data p,assed on
to CF A staff by teachers, parents, children, and other participants in the program.
Evaluation was built into the
progra~, ho~ever,
and a CFA formative report is currently
under way. This evaluation will document the steps taken to create the program and will ·
create a dissemination package to enable the program to be. replicated across the city and
elsewhere .. The formative evaluation will be followed ~hortly by a summative evaiuatipn
of changes in children's : behaviors, grades, school .. attendance, and in· parental
participation.
It will also provide evidence about wliat works best in the various
implementations of the.programs.
Big Brothers & Big Sisters of America, Inc.
Big Brothers and Big Sisters of America, Inc. was created specifically to provide
young·children from single-parent families with adult mentors. The organization is
funded by the U.S. Department of Juvenile Justice. 'The goal of this program· is to.
provide young children (especi~lly inner~city children) with role models in theirev~ryday
.. ·lives who will provide them with positive experiences~ teach them to make healthy
decisions, and help them strive for 'the best in life.
Children participate in Big Brothers and Big Sisters by connecting with local
agencies, but there is a waiting list. Adults who sign up to be Big Brothers and Big
Sisters are screened, and if selected, asked to spend at least4-6 hours every month with
his or her little sister or brother.
A randomized evaluation study. of the program was performed ' to investigate the
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effects of youth who had been provided with services to youth who had not been
provided with services (Public Private Ventures; 1995). In this study, 959 children (ages
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10-16) who had applied to be a part of the Big Brothers Big Sisters program were
randomly assigned to a treatment group (487 participants), or a waiting list, which served
as a control group (472 participants) for 18 months. Results showed thatcstudents who
were a part of the study were significantly less likely to start us~ng drugs and alcohol or
engage in aggressive activities, and more likely to improve their school.perfomiance,
.
attendance, and peer relationships. Evaluations of the study have shown that both adults
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and children have enjoyed being in·the program. Recently, the Department of Justice
granted agencies across the country additional funding, because the. programs have been
shown to reduce violence, pregnancy, and unwanted behaviors among inner-city youth.
· Boy Scouts .
· The Boy Scouts of the United States of America (BSA) is one of the oldest youth
organizations in the world. Th.e program seeks to enrich the lives of young males and
teach them how to become model citizens· by providing them with educational,
mentoring, social, cultural, and recreational opportunities and activities on a regular
...
basis. Any organization can begin a Boy Scout troop .. Boy Scout troops currently exist
in ·churches, schools, after-school programs, recreational centers, community centers, and ·
other entities. The youngest age of participation for children is seven (first grade), and
scouting can continue into adulthood.
Girl Scouts of the USA
A sister organization to the BSA is the Girl Scouts of the United States of
America (GSUSA), created by Juliet Lowe in 1922. The goal of this organization is to
provide girls with enrichment, educational, recreational, and cultural opportunities that
·will help them to develop into positive and productive citizens. The GSUSA is the oldest
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and most comprehensive organization that provides such opportunities for girls. Any·
organization can begin a Girl Scout troop in a church, school, after-school or in-school.
· · program, recreational center, community center, or other entity. The Girl Scouts also ·
offer different levels of membership geared toward different age groups of children.
The youngest GSUSA group is "Daisy Scouts," for children in grades K-1, and
participation can continue into adulthood.
Camp Fire Girls and Boys
The Campfire Girls and Boys organization teaches youth .about the dan·gers and ·
the safeties of camping outdoors .. This organization began in 1912 as an education'al.
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attempt to teach youth about the dangers of f()rest fires and how to prevent them.
Programs have the option of adding an environmental component to their after-school or
extended· school-day programs.
With an eighty-seven year history of promoting and encouraging positive· youth
developll1ent, Camp ,Fire Boys and Girls provides children and youth across the .United
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States with an understanding of the role of community service in their lives. Programs
provide the opportunities.to translate that understanding into action through partnerships
with their families, schools, peers, and communities. Specifically, Camp Fire's child·
care, club (small groups of youth working with.adult mentors) and camping programs
provide quality out of school experiences for children and youth. Outcomes of these
experiences include citizenship, appreciation for volunteerism, decision making, fostering
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inclusiveness and empowerment.
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The guiding purpose of Camp Fire is to provide, through...-a program of inf~nnal
education, opportunities for youth to realize their potential and function effectively as
caring, self-directed individuals responsible to themselves and others ..
The_ 4-H program was begun in 1912 in response to a need to introduce youth to
nature study as a basis for better agricultural education. The 4-H's stand for Head
(training youth to think, plan, and reason), Heart (training the youth to be true, kind and
sympathetic), Hands (training youth to be useful. he\pful, imd skillful),. and .Health
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(training youth to develop health and vitality). The program is generally funded by the
United States Department of Agriculture (USDA) through local land-grant universities
and sometimes through city agencies. Many
(if n.ot all) of the 4..:H headquarters are
stationed at universities that emphasize agriculture and education.
. Schools wishing to incorporate 4-H components into their programs may contact
their local 4-H offices. Complete curricula are offered by 4-H, along with guides and
manuals for implementation, and these programs have been evaluated by the 4-H council.
The 4-H clubs also have community service and work-training components that they
incorporate into their programs. They have ready-to-go kits available for teaching
various topics that can be obtained by a .telephone, a letter, or e-mail.
Boys & Girls Clubs of America
Boys & Girls Clubs of America comprises a national network of more than 2,000
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neighborhood-based facilities annually serving some 2.8 million young people, primarily
from disadvantaged circumstances. Known as "The Positive Place for Kids," the clubs
provide guidance-oriented character development programs on a daily basis for children
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6-18 years old, conducted by a full-time trained professional staff. Boys & Girls Clubs
programs emphasize educational achievement, career exploration, drug and alcohol
avoidance, health and fitness, gang and violence prevention, cultural enrichment,
leadership development and community service.
Boys & Girls club programs were also developed to provide youth with safe
havens during the non-school hours. In addition, the programs provide fairly structured
environments in which young children receive homework help, some academic classes,
opportunities to use computers. and other recreational opportunities. Boys & Girls Clubs
also allow children to develop cultural and recreational skills, through teaching drama,
dance, and club sports such as basketball, volleyball, football, and socc~r. Boys & Girls
. Clubs exist all over the country in both rural and urban neighborhoods.· Boys & Girls
Clubs and schools may choose to collaborate during the non-school hours in order to
widen the scope of their services.
Police Athletic League (PAL).
The Police Athletic League is an after-school service-providing program begun in
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1992, as an effort to reduce violence and delinquency among inner city youth. The
program strives to improve relations between inner-city youth and the police, and to
provide youth with safe havens in the community by providing community-service
officers to act as tutors, mentors, teachers, and role-models in PAL centers. The first
PAL center was begun in Chicago; there are now ..... centers in cities across the United
States in cities such as Chicago, Los Angeles,· and Baltimore .. Similar to other afterschool programs, PAL programs offer homework help, arts and crafts, and recreational
activities. PAL stresses educational excellence among its participants by keeping close
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tr~ck of their attendance 'records.' The Polic~ Athletic League program is best known for
..... ,.
i·ts ·athletic component. Students erirolled in the program have opportunities to try out for
. and compete in sports programs like volleyball,.soccer, basketball, and football, which
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are sponsored by the league.
Correlational Studies of Environmental Issues in Extended Schooi-Dav and
After-School Programs
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As noted earlier in this review, various studies have examined climate issues and
the benefits of different types of care' across after-school programs. In this section, we
summarize. the results of four correlational studies that examined environmental issues of
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· . child-care, key factors that contribute to the operation of effective after-school programs,
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and ihe effects of different types· of activities ·offered during after-school programs.
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Relationships among climate, program flexibility, and academic success in the
program
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Pierce, Hamm, & Van dell ( 1997)
Pierce, Hamm, & Yandell (1997) studied experiences and subse.quent academic
and social-emotional adjustments of first-grade students enrolled in after-school
programs. They investigated the effects of program flexibility and staff warmness on
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first grade students' academic, social, and emotional adjustme~ts in school during the
regular school day.
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.
The study involved studen-ts in 38 School Age Child Care (SACC) centers in and
around Madison, Wisconsin. These centers offer various types of after-school programs.
Parents .of the students were contacted by letter through their centers, and then mailed a
survey form. Of the 150 students in the study, 51 o/o were male and 49% were female;
87% were white, 10% were minority, and 3% did notreport their race. Among the
parents, 57% of the mothers and 67% of the fathers had obtained at
l~ast a bachelor's
degree.
This study assessed the climates of the programs through classroom observation
of the quality of the
children~s (positive 0~ negative) interactions with one another, and
staff positive and negative regard, which included the frequency and quality of the staffs
interactions with the students. Program flexibility ratings were calculated based on the
extent to which participants in the program were allowed to select their activities or
playmate's while involved in the after-school.program. Finally the ctirricul~ activities
were rated in terms of their age appropriateness and how they seemed to contribute to
physical, social, and cognitive dev~lopment of the children .
. Initial descriptive analyses found that such variables a5 socioeconomic
st~tus,
family structure, and finn/responsive parenting practices had a, significant effect upon the
types of programs that students were enrolled in. Children who came from higher- and
two-parent .income families were more likely to be involved in ptqgrams offering greater
flexibility, were more likely to be involved in programs in which staff displayed positive
regard for children, and were also more likely to have better academic grades in
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mathematics, reading, and written language. Children from single-parent and lower
. socioeconomic status families, on the other hand, were mo're likely to be involved in
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programs in which staff displayed more negative regard for children, and they were more
likely to have poorer oral language grades.
Boys involved in after-school programs had significantly fewer internalizing
(Q<.05) and externalizing problems (Q<.Ol) during the day if they experienced positive
. staff regard rather than negative staff regard during the after-school program. Ne~ative
staff regard was associated with negative academic impacts, including significantly lower
reading (Q<.Ol) and mathematics (Q<.05) grades. Negative peer interactions also had an
. effect on adjustment. The more negative peer interactions the children experienced
during the after-school program, the more internalizing (Q<.O 1) and externalizing (Q<.O 1)
problems they exhibited, and the more their social skills declined (Q<.05).
Social skills of the children improved when they were involved in more flexible
.
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.
programs, but the results were significant for the boys only (Q<.~5). Boys involved in the
more flexible programs also had ·poorer written language grades than did those students
involved in less flexible programs (Q<.05). Finally, availability of activities offered
showed the greatest impact of all the experiences. Offering a wide array of available
activities increased internalizing problems (Q<.Ol) and external behaviors (Q<.05), and
decreased reading grades (Q<.O 1), math grades, (Q<.O 1), written language grades, (Q<.O 1),
and work habits (Q<.05) for the boys. For the girls, offering a wide array of activities
decreased the amoun't of externalizing behaviors (but notsignificantly), and did not have
any relationship with internalizing problems; reading grades, or math grades ..
Because of its correlational nature, the Pierce, Hamm, & Yandell (1997) study
cannot conclusively demonstrate that certain features of after~school programs cause the
various outcomes reported. However, this study does indicate .that students are more
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likely to succeed in programs that offer more structure. It suggests that even for younger
children, a well-structured program can have .positive effects upon the child during the
non-school hours as well as during the regular school day.
Rosenthal and Vandeli-Lowe (1996)
. Rosenthal and V~ndell ( 1996) ~xplored relati?nships between alterable features. of
School Aged Child Care (SACC) programs and children's observed and reported
experi~nces and parents' perspectives. These features included program structural
variables, staff characteristics, and curriculum. ·
This survey involved 30 programs and 265 students in Wisconsin. The
.
participants included a total of 180 children (94 in the first grade, 55 in the fourth grade,
and _21 in the fifth grade). There were 103males and 77 females, and the ethnic
breakdown was 90%Caucasian and 10% minority.
Each site was observed twice. Children's interview reports on their experiences in
the program were received ahead of time, and parent interviews were provided two weeks
after the program observations. Results showed that classes with fewer staff per child
had Jess negative staff-child interaction and less negative child behavior. The lower the .
. percentage of older children, the less negative behavior was found. More positive/neutral
interactio_ns with the staff were observed when there was a greater flexibility of activities.
ChHdren who were interviewed were asked to rate the programs based on overall
climate, emotional support, and autonomy/privacy. A negative correlation was found
between overall climate and total enrollment number; the m~re students enrolled, the
lower the .scores for climate. In additi6ri, children in the larger programs rated lower on
perceived emotional support and autonomy, although· these programs did offer a greater·
�64
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number of different activities. Finally, low staff-to-child ratios were also associated with
negative parental ratings of the programs .
. Effects of After-School Programs on Social, Academic, and Emotionional
Development
Yandell & Corasaniti (1988)
Yandell and Corasaniti (1988) sot1ght to investigate how after-school care
affected third grade students' social, academic, and emotional development.· First, they
compared the responses of third-grade latch-key children to those of chilciren who were
in adult care during the non-school hours; Second, they looked atthe diversity of afterschool arrangements (day-care centers, community sponsored sites, or at home with .·
mother) and their effects on the socia:J, emotional, and academiC well-being of the
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students. Third, the researchers studied how different types of after-school care were
related to family structure (single, married, divo~ced).
The subjects in the study involved 150 Caucasian third graders in a suburb of
Dallas. Most of the parents involved in the study were high-school graduates and some .
had college experience. A preliminary descriptive analysis of the study showed that
children whose fathers' educational levels were highest tended to stay with sitters after
school, instead of attending after-care centers or returning home alone (or to siblings).
Outcomes evaluated in this study included academic grades, conduct grades, standardized
test scores (CTBS, ITBS, CAT, and TABS), classroom sociometric ratings (friendships
.
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with peers), teacher ratings (work skills), peer relations, emotional well-being, adult/child
relations, parental ratings, and self-ratings.
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OERI Paper
Results of the study showed thin the type of after-school· care had an effect on the
sociometric ratings the students received from their peers. Children who attended the
centers and those who went to a sitter after sc.hool were more likely to receive negative
ratings from their peers than were students who returned home to their mothers or were
latch-key children (J2<.0 1).
Academic achievement was also affected by the type of after-school c~re.
Specifically, children enrolled in centers had significantly lower ITBS scores than those
who returned home to their parents. They also had significantly lower mathematics
..
scores on the TABS and the CAT than did students in all other child-care arrangements .
. Meanwhile, there no significant standardized test score differences between children in
latch-key care and those who returned home to their mothers ..
..
.
The socio-emotional well-being of the studerits was also related to type of
placement. Students who went to a sitter tended to have better senses of self-perception
than did latch-key or center children. Finally, parents of children who attended centers
rated their children as having lower peer relational skills than did parents whose children
were in other forms of child care.
Descriptive data indicated that many of the students were stigmatized because ·
they·wentto.the center for after-school activities. In addition to this, students who went
•
•
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•
•
•
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to the centers were found to be already exhibiting behavioral problems .. Further, the
activities in the centers were also rated as not being .age appropriate. They were geared
more toward children in lower grades,· and thus the third-grade students in this study were
bored ..
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Effects of Structured Academic After-School Programs on Low-Income Children.
Posner & Vandell-Lowe ( 1?94) investigated the ~enefits of after-school programs
for low-income children. Subjects included low"'inco~e minority (mostly African·American) third-grade students in one of four types of after-school care situations:
maternal care, infonnal adult supervision, self-care, and foi:mal after-school p~ograms.
Almost 60% of the students qualified f~r free and reduced lunches, SOo/~ were from
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single-parent familie~, and none of the parents had completed college.
I.
Three fonnal after-school programs were studied. One was housed at school but
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was primarily staffed by child-care providers, not classroom teachers. It provided a
balance ofacademic, recreational, remedial, and. cultural activities. The second had more
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· . of an academic focus and was staffed by teachers .from the children's scho_ol-day
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programs.' It focused on academic remediation and enrichmentactivities,·but also
provided the children with cultural and recreational activities. The third program
involved mainly recre~tional and cultural activities, with some homework assistance:· -All
of the schools had the same cumculum for the children during the day.
Outcomes mea5ured included' ratings of the children's behavior by the parents and.
·the children, academic ratings of the children's success, report card grades, and
standardized test scores.
Preliminary descriptive analyses showed that African-American children (who
. made up the majority of the population) were more likely to use adult supervision than
self-care. Lower income families were more likely than middle class.families to enroll
their children in "center-type" formal after-school programs, and children were more
likely to return home to their mothers if their mothers were not employed.
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Paper
Controlling for mother's education, child's race, and income 1students who
attended after-school formal progra~s perforined better academically in mathematics,
reading, a~d other subjects, (Q<.Ol), and had better conduct ratings than did chil~ren who
were either i~ mother's care or in other informal arrangements.
Children in all ttireeformal after-school programs were rateq as having better
.. ~ork habits than children who were informally supervised, and were rated as being more
emotionally adjusted than were students who were informallysupervised and who
returned home to their mothers. They were· also rated as having better peer relations than
· . child,re~· who were informally supervised .. Children. in formal after-school programs or
who went home to their mothers were less likely to be rated as antisocial than were either
unsupervised or informally supervised children, a~d they were also less likely to be rated ·
as headstrong.
Children involved in the formally structured programs spent significantly more
time on academics and enrichment lessons, and significantly less time watching
television or engaging in unorganized activities outdoors. Th~y also spent significantly
more time with adults and doing activities with adults. They spent significantly less time ·
with siblings and more time with peers.
Components of an Effective After-School Program
Bronfenbrenner ( 1986), in his ecological approach to the study ofthe
development of the "whole" child, has show!) that community, family, school, friends,
and relatives have a .great deal of influence upon what happens to the child in as well as
.
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mit of school. If these external forces are supportive of what happens during the day (and
. vice versa), then the academic, emotional, and social development of the child are more
:
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OERI Paper
likely to complement one another and lead to the healthy development of the "whole
child." If any of the external forces are not in harmony, it is more difficult to attain this
goal.
Time after school is prime time for the implementation of programs to
'
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complement, enhance, and enrich what happens during the regular school day. Effective
extended school-day programs are capable of addressing three developmental needs of
the "whole" child: academic, recreational, and cultural.
Academic component.· The school or community center must d~cide whether the
goal of its academic component will be to improve the school-day performance of the
children involved ~n the program through academics tied to the school curriculum,
through academic enrichment activities, or through a combination of both. If the
academic program is directly connec:tedto what happens during the school day, then
curriculum planners must be more selective about what they choose to teach and
carefully align after-school curriculum with school curricula and objectives. Content
taught during the.extended school day must be taug~t by qualified instructors who are
familiar with ·and can be held accountable for student outcomes.
One of the most efficient ways to ensure curricular alignment is to staff extended
school-day programs with effective regular-school-day teachers who are already familiar
with the curriculum plans andobjectives. This is, of course •. much easier to do in an
extended schooJ-day program that operates in the same school building. If the program ,
operates as a traditional after-school program at a community center, however, it is still
···possible to maintain some form of curricular alignment by pr()viding homework
. assistance and activities that promote basic skills learning.
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OERI Paper
Recreational Component. Once the academic goals for the day have been
fulfilled, recreational aspects of th~ development of the ~'whole child" can be worked on
during the extended school-day period (Poinsett, 1996). In the past, many students grew ·
up involved in extra-curricular activities such as "little league'; baseball or softball in their
neighborhood parks or on school fields. Evening and Saturday "little league" games
provided the children with opportunities to play organized sports and develop social skill
and values such as teamwork,· good sportsmanship, coping strategies, and problem
solving. Additionally, the little league coach often ser-Ved as a role model for many ofthe
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children. Also, students ofteh had opportunities to participate in drama, music, chess .
clubs, science clubs, and so on during the after-school hours. ·..
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Today, many inner-city neighborhood parks are drug infested, or unsafe for young
children to play in. School and community budgets have been cut, and physical
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activities, clubs, and cultural experiences have become limited. The extended school-day
period provides schools with an opportunity to bring recreatiomil activities back to the .
children who ~eed them the most. For example, Posner & Vandell-Lowe (1994) note
;,Unless they participated in an after-school program, enrichment lessons such as music
and dance were not a part of the lives of these low-income children, nor did the children
engage in team sports to a significant extent" (p. 25). The recreational portion of the
program can provide the children with opportunities to develop whatever skills they
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choose. Some organizations that provide such opportunities for children during the no school hours include the YMCA.
and Girl Scouts.
ywcA: Boys and Girls c.~~bs of America, Boy Sco
ts,
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OERI Paper
Cultural Component. The cultural-component, like: the recreational component,
. offers students opportunities to develop imp-ortant skills that are not taught in the
classroom. Examples of thes·e include the development of hobbies such as woodwork,
fishing, sewing, knitting, skating, learning to play musical instruments, and board games;·
Other life-enhancing skills that coulci be taught as part of the cultural component include
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etiquette, interviewing skills, dressing for success, conflict resolution, and respecting
elders. Some organizations .have worked on these aspects of human development for
'
years, and some programs have shown succ~ss in_ raising the self-esteem of students
involved. Examples include Boy Scouts, Girl Scouts, 4:..H Clubs, Big Brothers and Big
Sisters. These long-established organizations have organized curriculum units aimed at
achieving· various non-academic goals.
Implementing Effective After-School Programs
Given that w_e can identify components that belong in an effective after-school
· program (although much research is still.needed to fine,-tune these components), strong
implementation of the components must still be accomplished. After-school programs
are highly diverse in purpose, funding, and quality, but there is acommon set of
implementation issues faced by most. For.example, they must make decisions about who
will attend the program, what to do if children attend irregularly or drop out, what types
of paid staff and volunteers to recruit, how to obtain funding, how to provide adequate
training for staff and volunteers, and so ori. The following section addresses factors that
appear to be conducive to the implementation of a good-after-school program, whether it
is in a school, a cominunhy center, a church, or other location.
Train the staff
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Regardless of what .the goals of the program may be, if the staff are not properly
trained to implement the program well, it is doomed for failure. Training includes
teaching the staff and volunteers how to work well with children~ how to negotiate, how
to adapt to the needs of different children of different ages, ·and how to implement the
program components .(academic, cultural, and recreational). Effective supervision of the
staff, volunteers, and teachers is also essentiai. This should include implementation
checks to make sure that the staff are comfortably and correctly carrying out their duties,
staff meetings, and opportunities for problem solving. The staff should be trained to .
·recruit and supervise productive and pro-active volunteers. Training:makes the
difference between programs that retain volunteers and staff.and those that do not. If
volun~eers and staff do not receive adequate training, well intended adults who want to
sperid quality time with children end up becoming frustrated,andthis leads to a hig~
attrition rate. Some ~rograms, such as AmeriCorps, Vista, and the Beacons, have wellorganized programs that train their staff effectively, but many other community programs
do not have. this capacity.
',.I
Create a Program with Structure
\
Some studies (e.g., Pierce,Hamm, & Vandell, '1997; Posner& Vandell-Lowe,
1994), have found that when. the goal of the program is to enhance academic
achievement~ structure is essential. Reviews of research on effective school programs
(Slavin, Karweit, & Madden 1989; Slavin, Karvieit, & Wasik,l994; Fashola & Slavin,
. 1997, 1998a,·l998b; Slavin and Fashola, 1998c;· Block, Everson, & Guskey, 1995), show
. that academic programs that have been successful usually have cl~a~ goals; well
developed procedures for attaining those goals, and e~tensive professiomil development.
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. Similarly, programs implemented during the non-school hours need to adopt or create ·
. well-structured programs that provide extensiv~ training. Many ~f the programs in this
review-- such as Voyager, Junior Great Books, Books and Beyond, and ProjectSuccess
Enrichment-- have relatively structured materials and training procedures. This is not to
say thatschools must implement pre:-packaged academic programs from
o~tside vendors.
However, if a school plans or chooses ·to create and implement its own program, plenty of
.time must be put aside for structural and component planning, curriculum development,
and training.
Evaluate the Program
Evaluation should be built into an after-:school prograrri. This means, first that
program planners need to be clear about what they hope to attain. LA's Best and the
Beacons programs do not primarily claim to improve test scores, reduce television
viewing, or improve :reading scores; inst~ad,. their goal is to reduce crime and viol~nce by
providing children with safe havens in which they can be productively engaged. Issues .
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that these programs address include drugs, teenage pregnancy, violence, and low self,..
esteem, and these issues should guide program design, day-to-day operation, staff
training, and evaluation. In contrast, programs such as Voyager, Memphis extended-day
tutoring program, ECRI,Howard Street Tutoring Program, and Prbject Success ·.
Enrichment should assess achievemenrgains. To be most valuable, these assesrnents .
should evaluate the gains of after:-school program students by compar;ing them with a
~ontrol or. comparison group of students in the school or district wh? are s.imilar to those
in the program but have not been exposed to it.
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Include Families and Children in the Planning
Especially in programs that offer cultur~l and recreational programs during the
· non..,school hours, families and the children themselves should be·iiwolved in the
.
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planning. If the activities to be offered are supposed to appeal to the· interests of the
children, th~y are certainly o~e of the best sources of knowledge about what
will interest .
them. Genenilly, if the children and their parents choose the programs, they are more
likely to stay involved.
Have an Advisory Board
Many ·school-based and community-based programs have an external board. LA's
Best, Beacons, Child First Authority, and Murfreesboro ESP are programs that maintain
strong links between the community, families, religious organizations, and the school
system. Such programs have boards made up of stakeholders who are responsible for the
smooth running of the program and who make policy decisions about it. ·
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Conclusions and.Implications: What Works?
There is no straightforward answer to the question of what works _best in afterschool programs. The answer depends on ~hy the program was set up, the extent to
which the program design addresses the needs of the participants, and the exte.nt to which
the program shows positive outcomes when evaluated for evidence of effectiveness. If
the program was set up. because of concerns about increasing amounts of crime and
violence, tben the program that works is one proven to alleviate this_ problem. If the
·program was set up io enhance academic gains, then the program that works is one
· . proven to be effective for this purpose.
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Our review shows that research on after-school programs is at a very rudimentary
stage. Few studies of the effects of after-school programs on achievement or other
outcomes meet" minimal st~ndards of research design.· Almost all of these studies suffer
from selection bias. Because after-school programs are seldom mandated for all children
in a school, there is always some uncontrolled factor that influences why' some children
attend these programs and some do not. Most often, after-school programs are voluntary,
so presumably it is'more highly motivated children (or childre~ ofm~re motivated_
parents) who attend them. In other cases, after-school programs.are set up to be remedial
or to serve at-risk children, so those who attend. them are likely to be worse off (before
attending the program) than those. who do not. .
.How can childnin who voluntarily attend an academic remediation program be
compared to those who attend an academic enrichment. program? And how can these two
.
'
populations. be compared to children who choose not to attend either? Simply controlling
for prior achievement, grades, socioeconomic status, or other factors does not account for
the obvious differences in motivations between children who select themselves into or
whose parents select them into various programs.
There are solutions to these methodological problems, but they have rarely been
applied. The best is to t*e a list of children applying for a given program and then
randomly assign them to the program or to a waiting list control' group. This assumes
that the after-school program cannot serve all appiicants, which is generally the case.
The fact of applying and meeting other admission requirements ensures that the waiting
list control group is equivalent in all important ways to .the treatment group. Of all the
programs reviewed in this paper, only the Howard Street tutoring program (Morris, 1990)
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OERl Paper
and the Memphis Extended-Day tutoring program (Ross et a!, 1996) used random
assignment of this kind.
A less conclusive variant of this approach is to compare students who signed up
first to participate in an after-school program with those who signed up later. Again, the
waiting list students can be assumed to be similar to those who participated. There may
.
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.still be differences between children who signed up early and those who signed up later,
butthis design is far better than one that does not-take self~selection.into account at all.
A third research strategy would be to compare all children in a school (or eligible
grades) who had the opportunity to participate in an after-school program to all children
in a matched control school who did not have such an opportunity. >This comparison is
appropriate only if a very high proportion of eligible children participate, and it might
understate the program's effects because some of the children assessed would be ones
.·
who did not participate in the after-school program. However, this design would solve
the problem of self-selection.
At this stage of research and development of a.fter-school programs for
elementary and secondary students, we find that there are a number of promising models ·
in existence, many of which have encouraging but methodologically flawed evidence of
effectiveness. Among programs intended to incre.ase academic achievement, those that
provide greater structure, a stronger link to the school-day currfculum, well-qualified and
well-trained staff, and opportunities for one-to-one tutoring seem particularly promising,
.
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.
but these conclusions depend more on inferences from other research than from well.,.,
designed studies of the after-school programs themselves. _Programs of all types, whether
acad~mic· or .~ecreational/cultural in focus, appear to benefit from consistent structure,
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active community involvement, extensive training for staff and volunteers, and
responsiveness to participants' need and interests.
After-school programs are increasing rapidly and receiving strong· support from
the Clinton administration, from Congress, and from state and local policy makers. As is
often the case, this enthusiasm and rapid growth is running far ahead of the research base.
We need much more ·research on the effects of
all types of after-school programs, ·
especially those intended to enhance student achievement. There is a particular need for,
qevelopment and evaluation of replicable, well-designed programs capable of being used
across a wide range of circumstanc~s.
This paper describes a variety of programs that are being or are capable of bein~
used during the non-scho9l hours. Educators and . policy makers should see these
.
programs
a5 interesting alternatives that offer practical ideas and some indications for
how after-school programs might be structured~ However, there is much to be done·
before these or other programs could be considered proven, replicable means of
increasing student achievement or other outcomes.
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Fashola, O.S. & Slavin, R.E. (1998c). Show me the evidence: Proven and
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the Junior Great Books.Program. Chil.dhood Education, 63 (4), 2~2-54.
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1897 Delaware Avenue
West St. Paul. MN 55118
(612) 681-0844 or (612) 898-3002
...
FAX (612) 681-0879
Success Enrichment/ Art. Project (PSEIArt)
Carolyn Bronson, Project Director
Project Success Enrichment/ Art
Box 22447
Seattle, W A 98122-044 7
(206) 325-5418
YMCA of the U.S.A.
101 North WackerDrive
Chicago, IL ·60606
(312) 977-0031
FAX (312) 977-9063
http://www.ymca.net
YWCA of the U.S.A.
· Empire State Building, Suite 301
350.Fifth Avenue
New York, NY 10118
(212) 273-7800
FAX (212) 465-2281
http://www.ywca.org
Voyager Expanded Learning.
http://www.thinkvoyager.com
(888) 399-1995 or (214) 631~M99
.'
�88
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Center for the Teaching of Thinking
21412 Magnolia Street
Huntington Beach, CA 92646
(714) 964c3J06
Phi Delta Kappa
,
Eighth Street and Union Avenue, Box 780
Bloomington, IN 47402-0789
(812) 339-1156
. Junior Great Books .Curriculum, The (JGBC)
The GreatBooks Foundation
35 East Wacker, Suite 2300
Chicago, IL 60601-2298 ·
(800) 222~5870
LA's BEST
. Carla !)anger, President
LA's BEST
City Hall East #520, Mayor's Office
200 N. Spring St.
Los Angeles, CA 90012
(213) 847-3681
FAX (213) 845-6606
Martinez Police Activities League (PAL)
Office Jim O'Neal, Executive Director
2910 Terrace Way
Martinez, CA 94553
(510) 335-0458 or Voice Mail: (510) 372-3459 ·
FAX (510) 335-0924
http://www.martinezpal.org
National 4-H
http://www.fourhcouncil.edu
. http://www.4h-usa.org , ·
New York City Beacons
Michele Cahill
. Vice-President for the Fund of the City of New York
121 Sixth A venue
New York, NY 10013
(212) 925-6675
http://www.ericps.ed.iuc.edu/npinlresworklinnovatelbeacon.html
.
.
'
Reading Recovery
Dr. Carol A. Lyons, Gay Su Pinnell, or Diane E. DeFord .
Reading Recovery Program
·
The Ohio State University
200 Ramseyer Hall
29 West Woodruff A venue ·
Columbus, OH 43210
(614) 292-7807
Study Skills Across the Curriculum
Patricia S. Olson, Director
ISD 197-Study Skills Across the Curriculum
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email: info@campfire.org
http://www.c~mpfire.org
Child First Authority
Carol Reckling, Executive Director
The child First Authority
34 Market Place: Suite 500
Baltimore, MD 2121?
Girl Scouts of the U.S.A.
ElinorJohnstone Ferdon or Mary Rose Main
420 Fifth A venue
New York, NY 10018-2798
(212) 852-8000
. http://www.gsusa.org
0
Exemplary Center for Reading Instruction (ECRI)
Ethna R. Reid
Reid Foundation
3310 South 2700 East
Salt Lake City, UT 84109
(801) 486-5083 or (801) 278-2334
FAX (801) 485-0561
Fifth Dimension
Michael Cole
LCHC - 0092 UCSD
La Jolla, CA 92093
(619) 534-4590
http://communication.ucsd.edu/Fifth.Dimensionlindex.html
mcole@weber:ucsd.edu
0
Hands on Science Outreach (HOSO)
Benjamin Brandt, Executive Director
12118 Heritage Park Circle
Silver Spring, MD 20906
(30 I) 929-2330 or (888) HOS0-888
http://www:hands-on-science.org
email: hoso@radix.net
0
Helping One Student to Succeed (HOSTS)
William E. Gibbons
8000 N.E. Parkway Drive, Suite 201
Vancouver, WA 98662-6459
(206) 260-1995 or (800) 833-4678
FAX(206)260-1783
°
0
Imaginitis Learning System
George E. Simon, Vice President/ Sales and Marketing o~ Lynne A. Cisney, Manager Sales Services
Imaginitis Interactive, Inc.
Suite 301,435 Devon Park Drive
Wayne, PA 19087
(800) 610-2549
0
0
Increased Maximal Performance by Activating Critical Thinking (IMPACT)
S. Lee Winocur, Ph.D., National Director
�...,---------------------------------------------------~--------..,.
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CONTACTS FOR INFORMATION ON PROGRAMS REVIEWED
Big Brothers Big Sisters of America
230 North 13th Street
Philadelphia, PA 19107
(215) 567-7000
http://www. bbbsa.org
Book Buddies
. Mary Ann Elwood
Volunteer Coordinator, Book Buddies
1400 Melbourne Road
Charlottesville, VA 22901
(804) 984-7038
'
'
http://curiy.edschool.Virginia.EDU/curry/dept/cise/readlbookbuds/
McGuffey Reading Center
Curry School of Education
University of Virginia
Ruffner Hall
405 Emmet Street
Charlottesville, Virginia 22903
Telephone: 804-924-3111
Book Buddies
Marcia lnvernizzi
1828 Yorktown Drive
Charlottesville, VA 22901
(804) 924-0844
Books and Beyond
Ellie Topolovac, Director or. Ann Collins, Coordinator
Solana Beach School District
·
309 North Rios Avenue ·
Solana Beach, CA 92075
(619) 755-8000, (619) 755-3823, or (619) 755-6319
FAX (619) 755-0449
email: booksbey@sbsd.sdcoe.k12.ca.us ·
http ://wwwsbsd .sdcoe .k 12.ca. us!SBSD/Specia!Proglbb
Boys and Girls Clubs of America
1230 West Peachtree Street, NW
Atlanta, GA 30309
(404) 815-5700
email: swilder@bgca.org
http://www. bcga.org
Boys Scouts of America
http://www.bsa.scouting.org
·Campfire Boys and Girls
.
Stewart J. Smith, Executive Director
460 I Madison A venue
Kansas City, MO 64112-1278
(816) 756-1950
'
FAX (816) 756-0258
�'.
,'
85
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�
Dublin Core
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Title
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Neera Tanden - Subject Series
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First Lady's Office
Neera Tanden
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1997-1999
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<a href="http://clinton.presidentiallibraries.us/items/show/36378" target="_blank">Collection Finding Aid</a>
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2012-0057-S
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Neera Tanden served as Associate Director for Domestic Policy in the Clinton White House, and Senior Policy Advisor to the First Lady’s staff from December 1997 to July 1999. She dealt with all facets of domestic policy as it related to the work of the First Lady including child care, education and literacy, health reform, Title IX, national service, and youth issues such as after school activities, teen pregnancy, and violence. The records include agendas, articles, books, galley proofs, informational packets, letters, legislation, memos, schedules, speech material, talking points, videos, and weekly reports.
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Clinton Presidential Records: White House Staff and Office Files
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First Lady's Office
Neera Tanden
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Box 1
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2012-0057-S-Tanden-OFL.pdf" target="_blank">Collection Finding Aid</a>
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2/1/2014
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1766805