After-School Programs and its
Effects on Academic
Achievement
Jennie Kwok
Ed 703.22
Spring 2009
Table of Contents
 Introduction
 Statement of the Problem
 Review of Related
Literature
 Statement of Hypothesis
 Method
 Participants
 Instruments
 Research Design
 Test Results (Academic Afterschool Program)
 Correlations
Theorists
 Jean Lave
 Theory of situated learning learning occurs in the function of the
activity, context, and culture.
 Lev Vygotsky
 Social interactions plays a role in cognitive development.
 Urie Bronfenbrenner
 Ecological Systems Perspective development occurs through a
complex process of interactions within and between the individual
and the environment contexts in which he or she is involved with
over time.
Statement of the Problem
Due to an increase number of parents entering the
work force, there is a great need to place children
in after-school programs that enrich their
academic and social development. After-school
programs can focus on academics or
recreational. However, it is not clear which afterschool program promotes academic
achievement. This study will focus on the
following question: Which type of after-school
program is beneficial to students’ academic
achievement?
Review of Related Literature
 Participation in after-school programs are associated with higher grades
and test scores. (Coie & Krehbiel, 1984; Posner & Lowe, 1994; Dryfoos,
1999; Larner et al., 1999; Pierce, Hamm, & Vandell, 1999; Posner &
Vandell, 1999; Vandell & Shumow, 1999; Cosden et al., 2001; Miller,
2001; Munoz, 2002; Valentine, Cooper, & Bettencourt, 2002; Junge et al.,
2003; Miller, 2003; Cosden et al., 2004; Mahoney et al., 2005;
AfterSchoolAlliance, 2007; Jenner, E. & Jenner, L.W., 2007; Viadero, 2007)
 Low-income students gain the most from after-school programs. (Posner
& Lowe, 1994; Larner et al., 1999; Posner & Vandell, 1999; Vandell &
Shumow, 1999; Miller, 2001; Miller, 2003; Mahoney et al., 2005)
 Participation in after-school programs gave students greater confidence
in their academic abilities and provides an opportunity to develop
positive, school-related, adult attachments. ( Posner & Lowe, 1994;
Pierce, Hamm, & Vandell, 1999; Cosden, Morrison, Alabanese, & Macias,
2001; Miller, 2001; Miller, 2003; Cosden et al., 2004; Viadero, 2007)
Review of Related Literature
 After-school participation is also linked with lower involvement in risky
behaviors like violence, drugs, sex, etc. (Larner et al., 1999; Cosden et al.,
2001; Miller, 2001; Jenner, E. & Jenner, L.W., 2007)
 Research concludes the following regarding after-school programs: youth
benefit from consistent participation in quality after-school programs, afterschool programs can increase engagement in learning, can also increase
educational equity (which provides disadvantaged youth opportunities and
experiences that are available to middle and upper class students), and
after-school programs build key skills (teamwork, problem solving,
communication) necessary for success in today's world. (Miller, 2003)
Review of Related Literature
 However, after-school programs can interfere with a child’s
commitment to their family and community. It can also reduce
parental involvement in their child’s academic process. (Cosden,
Morrison, Alabanese, & Macias, 2001; Cosden, Morrison, Gutierrez,
& Brown, 2004)
 A study by Vandell & Corasaniti reported middle class children
who attended after-school had poorer grades and test scores and
were more likely to be rejected by their classmates. (Pierce, Hamm,
& Vandell, 1999 )
 Another study reported that children in after-school showed more
problems socially, emotionally, and academically when compared
to those in mother care or self-care after-school. (Posner & Lowe,
1994)
Review of Related Literature
 After-school programs can restrict their opportunity to
participate in enrichment activities like scouts, music
lessons, organized sports that are available to middleclass children. (Posner & Lowe, 1994).
 Common challenges facing after-school programs:
facilities, staffing, and financing. (Dryfoos, 1999;
Halpern, 1999; Larner et al., 1999)
Review of Related Literature
 The Gevirtz Homework Project (2001) that provided homework
assistance had a positive impact on 4th grade English Language
Learners. (Cosden et al., 2001; Cosden et al., 2004)
 Homework completion plays an important role in supporting
academic achievement. It develops good work habits and job
management skills. (Corno & Xu, 2004)
Review of Related Literature
 The Ecological Study of After-school Care found 3rd graders who
spent time in enrichment activities (music, organized sports, dance,
etc.) had better work habits, better relationships with peers, and
better emotional adjustment. (Vandell & Shumow, 1999)
 Physical activity and sport participation are linked directly and
indirectly with better cognitive functioning, higher academic
achievement, reduced school dropout and greater odds of going to
college full time. (Coatsworth & Conroy, 2007)
Statement of Hypothesis
 In comparing academic and recreational after-school
programs, 3rd graders attending an academic afterschool program will yield better reading results than
those attending a recreational after-school program.
Participants
 18 – 3rd graders attending an academic after-school program in P.S.
X
 15 – 3rd graders attending a recreational after-school program in P.S.
X
Instruments

Reading Comprehension Exams

Consent Forms

Surveys


I like going to after-school.
1
2
Strongly
Disagree
Disagree
I spend
A.
B.
C.
D.
time doing homework.
Less than 30 minutes.
30 minutes
1 hour
1½ hours
3
Agree
4
Strongly
Agree
Research Design
 Pre-Experimental Design
 Static-Group Comparison
 Individuals are not randomly assigned. They are in pre-existing
groups.
 Two Groups: Control Group (X1) experience one treatment
(academic after-school program) and Experimental Group (X2)
experience a different treatment (recreational after-school
program).
 Both groups (X1 and X2) are posttested (O) and their results are
compared.
 Symbolic Design:
• X1 O
• X2
O
Threats to Internal Validity
 History – Classroom teacher comes into his/her
classroom can distract students from their exams and
questionnaires. Likelihood of a fire drill in after-school is
possible.
 Instrumentation – Questionnaires were self-created by
researcher.
 Selection-Maturation Interaction – Participants may
mature differently than others.
Threats to External Validity
 Selection-Treatment Interaction – Participants weren’t
individually selected.
 Experimenter Effects (Passive Elements) – Participants
may be intimidated by researcher because she is not
their daily after-school counselor.
 Hawthorne Effect – Participants respond differently
because they know they are in an experiment.
Test Results
(Academic After-school Program)
Test Scores (Reading Comprehension)
120
100
Scores
80
Test #1
60
Test #2
Test #3
40
20
0
A
B
C
D
E
F
G
H
I
J
Students
K
L
M
N
O
P
Q
R
Correlation
Amt of time reading and Test Scores
100.0
90.0
Average Test Scores
80.0
70.0
60.0
Average
50.0
Linear (Average)
40.0
30.0
20.0
10.0
0.0
0
10
20
30
40
50
60
70
Amount of Time Reading (Mins)
 Rxy = 0.02512
 There is no correlation between the amount of time spent
reading and students’ average reading comprehension
test scores.
Correlation
Complete HW after-school and Test scores
Average Test Scores
100.0
80.0
60.0
Average
40.0
Linear (Average)
20.0
0.0
0
1
2
3
4
5
Homework Completion
 Rxy = 0.38603
 There is no correlation between homework completion and
students’ average reading comprehension test scores.