After-School Programs and Academic Impact: A Study of Chicago's After School Matters

Autor/inn/en	Goerge, Robert; Cusick, Gretchen R.; Wasserman, Miriam; Gladden, Matthew
Institution	Chicago Univ., IL. Chapin Hall Center for Children.
Titel	After-School Programs and Academic Impact: A Study of Chicago's After School Matters
Quelle	(2007), (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Effectiveness; High School Students; Student Characteristics; Job Skills; Courses; Graduation Rate; Dropout Rate; Attendance; After School Programs; Academic Achievement; Academic Failure; Student Motivation; Student Participation; Illinois + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Produktive Fertigkeit; Kursangebot; Anwesenheit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schulleistung; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	After-school programs for adolescents may be a way to promote positive youth development, and thus, it is important to understand what impact after-school programs can have on the educational achievement of high school students. Chicago's After School Matters (ASM) program offers an exceptional opportunity to study whether an after-school program designed to help high school students learn work skills can increase their commitment to succeeding in school. This study of Chicago's After School Matters program -- which offers paid internships in the arts, technology, sports, and communications to teenagers in some of the city's most underserved schools -- finds a relationship between participating in after-school activities and higher class attendance, lower course failures and higher graduation rates. Even after taking into account student demographic characteristics and prior attendance records, students who participate in ASM miss fewer days of school than their classmates. Similarly, students who participated at the highest levels in the after-school program tended to fail fewer core academic courses (English, Math, Science, and Social Studies). Furthermore, over the course of their time in high school, students who were enrolled in ASM for three or more semesters and those who participated at the highest levels had higher rates of graduation and lower dropout rates than similar students who did not participate in the program. The findings in this report highlight the importance of further research into what leads students to participate in after-school programs and the factors that lead to higher engagement and retention once they are enrolled. A better understanding is crucial for improving enrollment in after-school programs such as ASM. Moreover, accounting for student factors that lead to a greater engagement in the program will lead to a clearer understanding of ASM's contribution to the positive outcomes, independent of hard-to-observe student characteristics such as enthusiasm or dedication. (ERIC).
Anmerkungen	Chapin Hall Center for Children. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10