This bibliography contains citations for all the out-of-school time (OST) program evaluations and research studies that Harvard Family Research Project is currently tracking. Some of these evaluations and research studies we have profiled and added to our Out-of-School Time Program Research and Evaluation Database. For those in this bibliography that we have not profiled yet, we do not have detailed information on the evaluations and studies, but we do provide basic program or research study information as well as links to relevant evaluation and research reports.
Last updated
The last update to the bibliography was in January 2012.
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updated! 21st Century Community Learning Centers—Broward County, Florida
This program expands services (such as extended learning opportunities, recreational and cultural activities, tutorials, and health services) provided to middle school students and their parents in Broward County, Florida. The goal is to improve behavior and academic performance and prevent or reduce drug use and violence.
(Academic/Enrichment, Prevention)
Rendulic, P., & Green, M. (2002). 21st Century Community Learning Centers evaluation report. Broward County, FL: School Board of Broward County Office of Research and Evaluation. www.broward.k12.fl.us/research_evaluation/Evaluations/21century%20community%20learning%20centers.PDF
Younkin, B. (2010). 21st Century Community Learning Centers: Evaluation report. Broward County, FL: School Board of Broward County Office of Research and Evaluation. www.broward.k12.fl.us/research_evaluation/Evaluations/21stCCLCEvaluationReport032210.pdf
Younkin, B. (2011). 21st Century Community Learning Centers: Evaluation report. Broward County, FL: School Board of Broward County Office of Research and Evaluation. www.broward.k12.fl.us/research_evaluation/Evaluations/21stCCLCEvaluation200910.pdf
updated! 21st Century Community Learning Centers—Colorado
Begun in 2004, these programs offer students in Colorado: (a) academic enrichment, including tutorial services; and (b) a broad array of additional services, programs, and activities, such as youth development activities, drug and violence prevention programs, counseling programs, art, fitness and recreation, technology education, and character education. They also offer literacy and related educational development for families of youth participants.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Colorado Department of Education. (2006). Overview (characteristics and outcomes) of the Colorado 21st Century Community Learning Centers Program 2003–2004. Denver: Author.
Colorado Department of Education. (2009). External evaluation of the Colorado 21st Century Community Learning Centers Program, 2008–2009. Denver: Author. www.cde.state.co.us/21stCCLC/downloads/21stCCLC_Ext_Eval_Report_2008-09_final.pdf
new! 21st Century Community Learning Centers—Idaho
This program in Idaho is designed to provide academic enrichment opportunities, art, music, recreation, sports, drug and violence prevention, and youth development activities to students during non-school hours. The program also offers opportunities for educational development to families of students served by community learning centers.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Idaho State Department of Education. (2011). 21st Century Community Learning Centers Program, 2009–2010 final report. Boise: Author. www.sde.idaho.gov/site/cclc/cclc_docs/2009-10%20ID%20Final%20Report.pdf
updated! 21st Century Community Learning Centers—Illinois
Begun in Illinois in 2003, this program provides opportunities for students and their families to continue to learn new skills and discover new abilities after the school day has ended.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Billman, P., & Smith, J. H. (2006). 21st Century Community Learning Centers Illinois Statewide formative evaluation: Program year 2005–2006. DeKalb: Northern Illinois University.
Billman, P., & Smith, J. H. (2007). 21st Century Community Learning Centers: Illinois statewide evaluation, program year 2006–2007. DeKalb: Northern Illinois University.
Billman, P., & Smith, J. H. (2008). 21st Century Community Learning Centers Illinois annual statewide evaluation: Program year 2007–2008. DeKalb: Northern Illinois University.
Billman, P., & Smith, J. H. (2009). 21st Century Community Learning Centers Illinois annual statewide evaluation: Program year 2008–2009. Final version. DeKalb: Northern Illinois University.
updated! 21st Century Community Learning Centers—North Carolina
This program establishes programs in North Carolina during nonschool hours that provide youth with academic enrichment opportunities along with activities designed to complement students’ regular academic program.
(Academic/Enrichment, Multi-Component/Comprehensive)
North Carolina Department of Public Instruction. (2006). 21st Century Community Learning Centers 2004–05 APR and cross-year analysis of performance data. Raleigh, NC: Author.
North Carolina Department of Public Instruction. (2008). 21st Century Community Learning Centers 2006–07 APR and cross-year analysis of performance data. Raleigh, NC: Author.
North Carolina Department of Public Instruction. (2010). 21st Century Community Learning Centers 2008–09 APR and cross-year analysis of performance data. Raleigh, NC: Author.
updated! 21st Century Community Learning Centers—Virginia
This program in Virginia provides opportunities outside of the regular school day for academic enrichment to help students meet state and local performance standards in core academic subjects.
(Academic/Enrichment, Family/Community Involvement)
Faris, J., Hilgeman, M., Huang, Y., & Zoblotsky, T. (2008). Virginia Department of Education evaluation of 21st Century Community Learning Centers 2006–2007. Memphis, TN: Center for Research in Educational Policy.
Park, H., Layton, E., Zoblotsky, T., & Huang, Y. (2010). Evaluation of 21st Century Community Learning Centers 2008–2009. Memphis, TN: Center for Research in Educational Policy. www.doe.virginia.gov/federal_programs/esea/title4/part_b/evaluations/2007-2008.pdf
Zoblotsky, T., & Huang, Y. (2010). Virginia Department of Education Evaluation of 21st Century Community Learning Centers 2007–2008. Supplemental technical report analysis for Grades 3–8. Memphis, TN: Center for Research in Educational Policy. www.doe.virginia.gov/federal_programs/esea/title4/part_b/evaluations/2007-2008.pdf
Park, H., Zoblotzky, T., Layton, E., & Gallagher, B. (2011). Evaluation of 21st Century Community Learning Centers 2009–2010. Memphis, TN: Center for Research in Educational Policy. www.doe.virginia.gov/federal_programs/esea/title4/part_b/evaluations/2009-2010.pdf
new! 4-H Afterschool Adventure
Begun in 2004 in Trenton, New Jersey, this adventure-based program includes introductory personal development activities, a series of group initiative activities, and outdoor adventure activities.
(Adventure, Positive Youth Development, Youth Leadership)
Ripberger, C. (2008). Adventure programming in an after-school environment. Journal of Extension, 46(2). www.joe.org/joe/2008april/iw5.php
updated! 4-H Animal Science Program—Wisconsin
Begun in the early 20th century, this program in Wisconsin engages youth in animal care activities to build knowledge and provide opportunities for life skill development.
(Positive Youth Development)
Grenawalt, A., Halback, T., Miller, M., Mitchell, A., O’Rourke, B., Schmitz, T., & Taylor-Powell, E. (2004). Summary Report: 4-H Animal Science Program Evaluation. Madison, WI: University of Wisconsin Cooperative Extension. www.uwex.edu/ces/pdande/evaluation/evalstudies.html
new! 4-H Bloco Drum and Dance Program
Begun in 2003 in Windsor, California, this afterschool program teaches adolescents drumming, dancing, and theater arts in the traditions of Brazilian Carnaval.
(Arts, Culture/Heritage, Positive Youth Development)
Ginop-Conklin, E., Braverman, M. T., Caruso, R., & Bone, D. (2011). Bringing Carnaval drum and dance traditions into 4-H programming for Latino youth. Journal of Extension, 49(4). www.joe.org/joe/2011august/pdf/JOE_v49_4iw1.pdf
new! 4-H Great Lakes Natural Resources Camp
This pre-college program is held annually in Presque Isle, Michigan. The program gives teens aged 13–15 opportunities to increase awareness, appreciation, and understanding of natural resources ecology and management; learn to enjoy, teach about, and provide leadership in natural resources, especially the aquatic environment and the Great Lakes; be motivated and see value in becoming good stewards in local natural resources projects; and develop career and personal interests in natural resources ecology and management.
(Science/Technology/Mathematics, Vocational Education, Youth Leadership)
Suvedi, M., & Dann, S. L. (1992). The 4-H Great Lakes Natural Resources Camp: A follow-up study. East Lansing, MI: AEE Center for Evaluative Studies.
new! 4-H Impact Studies in Six Western States
Between 2000 and 2007, six western states conducted individual impact studies using public school youth in grades 5, 7, and 9. The purpose was to illustrate the impact that participating in 4-H had on youth. Areas of study include risk behaviors, leadership positions held, helping others, close relationships with adults, self-identity, character, self-confidence, and empowerment.
(Positive Youth Development, Research Studies, Youth Leadership)
Seevers, B. S., Hodnett, F., & Van Leeuwen, D. (2011). Findings of 4-H impact studies in six western states. Journal of Extension, 49(4). www.joe.org/joe/2011august/pdf/JOE_v49_4a4.pdf
new! ACE Mentor Program
This national mentoring program pairs middle and high school students with members of the community working in the architecture, construction, and engineering fields.
(Mentoring, Science/Technology/Mathematics)
ACE Mentor Program. (2010). The Ace Mentor Program works! Stamford, CT: Author. www.acementor.org/wsc_content/pics/user_upload/ACE%20brochure_FINAL.pdf
updated! After School Education and Safety Program—California (previously known as After School Learning and Safe Neighborhoods Partnerships Program)
Begun in 1998, this program funds partnerships with school districts, cities, counties, and community organizations to provide after school programs for students kindergarten through ninth grade throughout California.
(Academic/Enrichment, Positive Youth Development)
Bissell, J., & Malloy, J. (2001). Evaluation of California's After School Learning and Safe Neighborhoods Partnerships Program: 1999–2000 preliminary report. Irvine, CA: Department of Education & University of California.
University of California at Irvine, Department of Education. (2002). Evaluation of California's After School Learning and Safe Neighborhoods Partnerships Program: 1999–2001 preliminary report. Irvine, CA: Author. www.cde.ca.gov/ls/ba/as
Huang, D., Silver, D., Cheung, M., Duong, N., Gualpa, A., Hodson, C., ...Vazquez, V. (2011). Independent statewide evaluation of after school programs: ASES and 21st CCLC; Year 2 annual report. (CRESST Report 789). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
updated! After School Matters
This public–private collaboration works to create a citywide system of OST opportunities for adolescents in Chicago. The collaboration uses three strategies to build the system: (a) create a comprehensive network of OST opportunities that mobilizes and builds on what exists; (b) pursue both a neighborhood-based and a citywide strategy; and (c) enlist key sectors to align their contributions in order to create a sustainable infrastructure of quality opportunities.
(Multi-Component/Comprehensive, System-Building)
Halpern, R. (2006). After-school matters in Chicago: Apprenticeship as a model for youth programming. Youth & Society, 38, 203–235.
Goerge, R., Cusick, G. R., Wasserman, M., & Gladden, R. M. (2007). After-school programs and academic impact: A study of Chicago’s After School Matters. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/publications/ChapinHallDocument(2)_0.pdf
Hirsch, B. J., Hedges, L. V., Stawicki, J., & Mekinda, M. A. (2011). After-school programs for high school students: An evaluation of After School Matters. Technical report. Evanston, IL: Northwestern University. www.sesp.northwestern.edu/docs/publications/19023555234df57ecd0d6c5.pdf
updated! AfterZone Initiative
This citywide system-building effort in Providence, Rhode Island, aims to provide high-quality, accessible out-of-school-time services to middle school youth. The program model is built on a network of "neighborhood campuses" (each campus includes multiple sites in a geographically clustered area).
(System-Building)
Kotloff, L. J. (2010). AfterZones: Creating a citywide system to support and sustain high-quality after-school programs. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publication.asp?section_id=23&search_id=&publication_id=318
Kauh, T. (2011). AfterZone: outcomes for youth participating in Providence's citywide after-school system. Providence, RI: The Wallace Foundation. www.wallacefoundation.org/knowledge-center/after-school/evaluations/Documents/AfterZone-Outcomes-Youth-Participating-Providences-Citywide-After-School-System.pdf
new! Aggression Reduction Program for Boys
This afterschool intervention at two urban middle schools was intended to help aggressive seventh-grade boys acquire the knowledge, skills, and preferences necessary for constructive need fulfillment.
(Prevention)
Spielman, D. A. & Staub, E. (2000). Reducing boys’ aggression: Learning to fulfill basic needs constructively. Journal of Applied Developmental Psychology, 21(2), 165–181.
updated! All Stars Prevention Program
This afterschool program aims to prevent alcohol, tobacco, and drug use; postpone sexual activity; and reduce fighting and bullying.
(Prevention)
Gottfredson, D. C., Cross, A. B., Wilson, D. M., Connell, N., & Rorie, M. (2009). A randomized trial of the effects of an enhanced after-school program for middle-school students. Prevention Science, 11(2), 142–154.
Cross, A. B., Gottfredson, D. C., Wilson, D. M., Rorie, M., & Connell, N. (2009). The impact of after-school programs on the routine activities of middle-school students: Results from a randomized, controlled trial. Criminology & Public Policy, 8(2), 391–412. doi: 10.1111/j.1745-9133.2009.00555.x
Cross, A. B., Gottfredson, D. C., Wilson, D. M., Rorie, M., & Connell, N. (2010). Implementation quality and positive experiences in after-school programs. American Journal of Community Psychology, 45(3&4), 370–380.
Gottfredson, D., Cross, A. B., Wilson, D., Rorie, M., & Connell, N. (2010). Effects of participation in after-school programs for middle school students: A randomized trial. Journal of Research on Educational Effectiveness, 3(3), 282–313.
Gottfredson, D. C., Cross, A. B., Wilson, D. M., Rorie, M., & Connell, N. (2010). An experimental evaluation of the All Stars prevention curriculum in a community after school setting. Prevention Science, 11(2), 142–54.
Rorie, M., Gottfredson, D. C., Cross, A., Wilson, D., & Connell, N. M. (2011). Structure and deviancy training in after-school programs. Journal of Adolescence, 34, 105-117.
new! American Legacy Foundation Statewide Youth Movement Against Tobacco Use
Begun in 2000, this initiative funded grants to 17 state health departments to foster youth-led tobacco control initiatives. The aim of the initiative is to engage youths in community action against tobacco use, to build state and local youth coalitions, and to foster meaningful youth-led tobacco prevention activities.
(Prevention, Youth Leadership)
Hinnant, L. W., Nimsch, C., & Stone-Wiggins, B. (2004). Examination of the relationship between community support and tobacco control activities as a part of youth empowerment programs. Education & Behavior, 31(5), 629–640. doi: 10.1177/109019810426868 www.sophe.org/schoolhealth/tobacco_pdfs/community_support.pdf
new! BE SAFE
Launched in 2007, this youth prevention initiative provides tailored programming and capacity building to a network of eight Greater Boston out-of-school-time programs that work directly with at-risk youth. The initiative has adopted a holistic, strengths-based approach to address issues in sexual health, mental health, substance use, and healthy relationships.
(Prevention, System-Building)
National Institute on Out-of-School Time. (2008). BE SAFE evaluation—Interim report. Wellesley, MA: Wellesley Centers for Women. http://besafe.aac.org/wp-content/uploads/2008/12/final-be-safe-interim-report-december-2008.pdf
updated! Big Brothers and Big Sisters of America Program
Founded in 1904, this program has nationwide affiliates that provide one-on-one mentoring to at-risk youth between the ages of 10 and 16.
(Mentoring)
Grossman, J. B., & Tierney, J. P. (1998). Does mentoring work? An impact study of the Big Brothers Big Sisters program. Evaluation Review, 22(3), 402–425.
Rhodes, J. E., Grossman, J. B., & Resch, N. L. (2000). Agents of change: Pathways through which mentoring relationships influence adolescents’ academic adjustment. Child Development, 71, 1662–1671.
Tierney, J. P., Grossman, J. B., & Resch, N. L. (2000). Making a difference: An impact study of Big Brothers Big Sisters. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/111_publication.pdf
Grossman, J. B., & Rhodes, J. E. (2002). The test of time: Predictors and effects of duration in youth mentoring relationships. American Journal of Community Psychology, 30(2), 199–219.
Rhodes, J. E., Reddy, R., & Grossman, J. B. (2005). The protective influence of mentoring on adolescents’ substance use: Direct and indirect pathways. Applied Developmental Science, 9, 31–47.
Herrera, C., Grossman, J. B., Kauh, T. J., Feldman, A. F. & McMaken, J. (2007). Making a difference in schools: The Big Brothers Big Sisters school-based mentoring impact study. Philadelphia, PA: Public/Private Ventures. www.ppv.org/ppv/publications/assets/220_publication.pdf
Herrera, C., Kauh, T. J., Conney, S. M., Grossman, J. B., & McMaken, J. (2008). High school students as mentors: Findings from the Big Brothers Big Sisters school-based mentoring impact study. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/252_publication.pdf
Karcher, M. J., Herrera, C., & Hansen, K. (2010). “I dunno, what do you wanna do?”: Testing a framework to guide mentor training and activity selection. New Directions for Youth Development, 126, 51–69
Karcher, M. J., Davidson, A., Rhodes, J. E., & Herrera C. (2010). Pygmalion in the program: The role of teenage peer mentors' attitudes in shaping their mentees' outcomes. Applied Developmental Science, 14(4), 212–227.
Schwartz, S. E. O., Rhodes, J. E., Chan, C. S., & Herrera, C. (2010). The impact of school-based mentoring on youths with different relational profiles. Developmental Psychology, 47(2), 450–462.
Herrera, C., Grossman J. B., Kauh, T. J., & McMaken, J. (2011). Mentoring in schools: An impact study of Big Brothers Big Sisters school-based mentoring. Child Development, 82(1), 346–361.
new! Boys & Girls Club of America—CareerLaunch Program
This national program is designed to promote career preparedness among 13–18-year-olds by providing them with the skills that they will need to find and keep jobs.
(Vocational Education)
Gallup-Black, A. (with Knevals, J., Nevarez, N., & Hinton, D.). (2010). Expanding career options for young people: Evaluation of Boys & Girls Clubs of America’s CareerLaunch Program. New York: Academy for Educational Development. www.aed.org/Publications/loader.cfm?url=/commonspot/security/getfile.cfm&pageid=40029
new! Boys & Girls Clubs of America—Club Tech
This international digital literacy program aims to help youth build digital skills, access technology resources, expand creativity, perform better in school, and eventually take their technology know-how into the workplace.
(Vocational Education)
Rockman et al & Youth Development Strategies, Inc. (2009). Learning technologies in after school settings: Impact of technology programming and access in Boys & Girls Clubs. San Francisco: Author.
new! Boys & Girls Clubs of the Peninsula
This afterschool program in San Mateo County, California, seeks to support youth through academic enrichment and support, engaging electives, exposure to new opportunities, and chances to make meaningful choices about their own lives.
(Academic/Enrichment, Mentoring, Positive Youth Development)
Boys & Girls Clubs of the Peninsula. (2011). Center for a New Generation year-end scorecard academic year 2009/10. Menlo Park, CA: Author.
London, R., Gurantz, O., & Norman, J. (2011). The effect of afterschool program participation on English language acquisition. Afterschool Matters, 13, 22–37. www.niost.org/pdf/afterschoolmatters/ASM_Spring2011.pdf
new! Bringing Up Girls in Science (BUGS)
In operation from 2001–2005, this afterschool environmental science program served girls in grades 4–5 from an urban community in North Texas.
(Mentoring, Science/Technology/Mathematics)
Tyler-Wood, T., Ellison, A., Lim, O., & Periathiruvadi, S. (2011). Bringing Up Girls in Science (BUGS): The effectiveness of an afterschool environmental science program for increasing female students’ interest in science careers. Journal of Science Education and Technology. Advance online publication. doi: 10.1007/s10956-011-9279-2 www.springerlink.com.ezp-prod1.hul.harvard.edu/content/p8510023372q2456/fulltext.pdf
new! CASASTART (Center on Addiction and Substance Abuse Striving Together to Achieve Rewarding Tomorrows)
Funded from 1992 through 1996, this drug and delinquency prevention program served high-risk adolescents aged 11–13 who lived in distressed neighborhoods in five cities: Austin, Texas; Bridgeport, Connecticut; Memphis, Tennessee; Savannah, Georgia; and Seattle, Washington.
(Academic/Enrichment, Mentoring, Positive Youth Development)
Harrell, A. V., Cavanaugh, S. E, Harmon, M. A., Koper, C. S., & Sridharan, S. (1997). Impact of the Children at Risk program. Comprehensive final report. Volume 1. Washington, DC: Urban Institute.
Harrell, A. V., Cavanaugh, S. E., & Sridharan, S. (1998). Impact of the Children at Risk program. Comprehensive final report II. Washington, DC: Urban Institute.
Harrell, A., Cavanaugh, S., & Sridharan, S. (1999). Evaluation of the Children at Risk program: Results 1 year after the end of the program. Research in brief. Washington, DC: U.S. Department of Justice, Office of Justice Programs, National Institute of Justice. www.ncjrs.gov/pdffiles1/nij/178914.pdf
National Center for School Engagement. (2005). Evaluation report of CASA START Colorado programs. Denver, CO: Author.
new! Chess for Success
Begun in 1994, this afterschool program at Portland Public Schools in Oregon provides chess instruction to youth who want to learn how to play chess. The primary goal is to use the game of chess to train and enable youth to be patient and analytical in all problem-solving situations so that their academic achievement, as well as self-esteem, will improve.
(Academic/Enrichment, Positive Youth Development)
Northwest Regional Educational Laboratory. (2006). Chess for Success evaluation: Final report. Portland, OR: Author. http://media.oregonlive.com/beaverton_news/other/Chess%20for%20Success%20Final%20Evaluation%20Report%2010-31-06%20(2).pdf
new! Choice Refocus & Opportunity Program
This program in Baltimore, Maryland, is designed to ensure community safety while helping at-risk youth to remain living in their communities and out of the juvenile detention system. Services include daily face-to-face contact, informal counseling, educational support and in-school advocacy, individual and group workshops, structured afterschool and weekend activities, employment skills development, linkage and referral to community resources, 24-hour crisis intervention, and curfew monitoring.
(Complementary Learning, Multi-Component/Comprehensive, Prevention)
Community Science (formerly Association for the Study of Development and Community). (2006). Evaluation of Choice Refocus & Opportunity Program annual report: October 2005–September 2006. Gaithersburg, MD: Author. www.communityscience.com/pdfs/Choice%20R%20%20O_Annual%20Report%20FINAL.pdf
updated! Community Access to Technology Program
Since 1999, the Community Access to Technology (CAT) program has made grants to a wide variety of Washington State nonprofits that improve clients’ lives by providing access to and hands-on training in technology. To evaluate the collective impact of programs sponsored by the CAT program, a multiyear study was conducted of out-of-school time programs that use technology as a learning tool for low-income youth in Washington state.
(Science/Technology/Mathematics)
MGS Consulting. (2008). Community Access to Technology Program: Evaluation report—Year 3. Seattle, WA: Bill & Melinda Gates Foundation.
MacCarthy, M., & Hanson, K. (2009). Out-of-school technology programs: Creating brighter futures for youth. Journal of Youth Development, 4(2). http://data.memberclicks.com/site/nae4a/JYD_090402final.pdf
new! CompuGirls
This culturally relevant technology program serves adolescent (grades 8–12) girls from under-resourced school districts in the Greater Phoenix area. The program provides summer and afterschool classes where participants learn the latest technologies in digital media, games, and virtual worlds, and become a voice for social justice and change in the world.
(Positive Youth Development)
CompuGirls. (2011). CompuGirls program evaluation 2009–2010. Tempe: Arizona State University.
new! CSTEM
This national project aims to reduce achievement gaps in the areas of communication, science, technology, engineering, and math through focused teacher training, experiential learning for youth through practical application, and exposure to careers in related fields for grades preK–12. This project operates in both the formal classroom setting and the out-of-school time setting depending on implementation at each school.
(Complementary Learning, Science/Technology/Mathematics)
Flowers, R. D. (2003). After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours? (Doctoral dissertation, Union Institute & University). Retrieved from www.cstem.org/LinkClick.aspx?fileticket=dUrY%2fAXXQ2s%3d&tabid=876&mid=2056
Johnson, J., & Owens, E. (2007). External evaluation report: Shell Schlumberger Sea Turtle Robotics Project. Mandaluyong, Philippines: Statlab Data Services. www.cstem.org/LinkClick.aspx?fileticket=0A1Z0hsmEog%3d&tabid=876&mid=2056
new! Digital WAVE
This year-long program is offered by the Miami Science Museum to enable high school students to learn more about climate science, digital technologies, and related careers.
(Science/Technology/Mathematics)
Tyner, K. (2010). Results of the Digital WAVE Summer Design Studio evaluation: Cohort 2. Miami, FL: Miami Science Museum. www.miamisci.org/www/evals_reports/Digital_WAVE_Cohort_2_Evaluation.pdf
new! Durham North Carolina After-School Programs
These programs provide before- and afterschool care at all elementary sites in Durham Public Schools. All school-age care sites meet the certification standards of the North Carolina Department of Public Instruction and operate under the accreditation guidelines established by the National AfterSchool Association.
(Academic/Enrichment)
Johnson, J. L., & Hall, M. (2007). Effectiveness of after-school programs. Durham, NC: Durham Public Schools.
new! FIRST® LEGO® League
In this international robotics program, teams of youth aged 9–14 build LEGO-based robots and develop research projects. Through this program, participants strategize, design, build, program, and test robots; create innovative solutions for challenges facing today’s scientists; apply real-world math and science concepts; develop employment and life skills; become involved in their community; participate in official tournaments and local events; qualify for an invitation to World Festival; and engage in team activities. A "Junior" version of the program serves children aged 6–9.
(Science/Technology/Mathematics)
Center for Youth and Communities. (2005). Junior FIRST LEGO League survey: Evaluation report. Waltham, MA: Brandeis University.
Melchior, A., Cutter, T., & Cohen, F. (2005). Evaluation of FIRST® LEGO® League Underserved Initiative. Waltham, MA: Center for Youth and Communities, Brandeis University.
Melchior, A. L., Cutter, T., & Deshpande, A. (2009). Evaluation of the FIRST LEGO League, "Climate Connections" season (2008–2009). Waltham, MA: Center for Youth and Communities, Brandeis University.
new! FIRST® Robotics Competition
This national robotics program is designed to build awareness and interest in science and engineering among youth in grades 9–12 through building robots and entering them in competitions. Under strict rules, limited resources, and time limits, teams of 25 youth or more are challenged to raise funds, design a team "brand," hone teamwork skills, and build and program robots to perform prescribed tasks against a field of competitors.
(Science/Technology/Mathematics)
Melchior, A. L., Cutter, T., & Cohen, F. (2005). More than robots: An evaluation of the FIRST Robotics Competition: Participant and institutional impacts. Waltham, MA: Center for Youth and Communities, Brandeis University.
Cutter, T., Cohen, F., & Melchior, A. (2006). Evaluation of FIRST Robotics Competition Underserved Initiative. Waltham, MA: Center for Youth and Communities, Brandeis University.
Melchior, A. (2009). Michigan FIRST Robotics Competition district tournament pilot evaluation summary. Waltham, MA: Center for Youth and Communities, Brandeis University.
new! FIRST® Tech Challenge
In this national program, teams of up to 10 youth in grades 9–12 design, build, and program robots to compete against other teams. Awards are given for the competition as for well as for community outreach, design, and other real-world accomplishments. In this program, participants apply real-world math and science concepts; develop problem-solving, organizational, and team-building skills; compete and cooperate in alliances and tournaments; earn a place in the World Championship; and qualify for college scholarships.
(Science/Technology/Mathematics)
Center for Youth and Communities. (2006). FIRST Vex Challenge evaluation summary. Waltham, MA: Brandeis University. www.usfirst.org/aboutus/content.aspx?id=46
new! Girls Inc.—Operation Smart
Begun in the mid 1980s, this national program develops girls’ enthusiasm for and skills in science, technology, engineering, and mathematics (STEM). Through hands-on activities, girls explore, ask questions, persist, and solve problems. By interacting with women and men pursuing STEM careers, girls come to view these careers as exciting and realistic options for themselves.
(Science/Technology/Mathematics, Vocational Education)
Girls Incorporated National Resource Center. (2001). Operation SMART evaluation summary. Indianapolis, IN: Author.
new! Goal Setting Intervention
This goal-setting intervention was implemented in a 21st Century Community Learning Centers afterschool program serving students in grades 1–5 in two rural schools in the southeastern United States.
(Academic/Enrichment, Positive Youth Development)
Hallenbeck. A., & Fleming, D. (2011). Don't you want to do better? Implementing a goal-setting intervention in an afterschool program. Afterschool Matters Journal, 13, 38–48. www.niost.org/pdf/afterschoolmatters/ASM_Spring2011.pdf
new! Growing Boys
Begun in 2006, this program is a boys’ empowerment group in an afterschool program located in a middle school in a large northeastern city that aims to help boys who need support in choosing positive and healthy pathways.
(Academic/Enrichment, Positive Youth Development, Prevention)
Hall, G., & Charmaraman, L. (2011). Growing Boys: Implementing a boys’ empowerment group in an afterschool program. Afterschool Matters Journal, 13, 49–51. www.wcwonline.org/component/option,com_virtuemart/Itemid,217/category_id,389/flypage,flypage.tpl/lang,en/page,shop.product_details/product_id,1712/vmcchk,1/
new! Higher Achievement Program
Founded in 1975, this afterschool and summer academic program gives middle school-aged youth from at-risk communities an opportunity to succeed in school and in life. The program focuses on three key areas: academics, social skills, and leadership. It operates through achievement centers in Washington, DC; Alexandria and Richmond, Virginia; and Baltimore, Maryland.
(Academic/Enrichment, Family/Community Involvement, Service-Learning/Civic Engagement)
Herrera, C., Linden, L. L., Arbreton, A., & Grossman, J. B. (2011). Summer snapshot: Exploring the impact of Higher Achievement’s year-round out-of-school-time program on summer learning. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/334_publication.pdf
Herrera, C., Linden, L. L., Arbreton, A., & Grossman, J. B. (2011). Testing the impact of Higher Achievement’s year-round out-of-school-time program on academic outcomes. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/332_publication.pdf
new! Horizons Student Enrichment Program
Since 1964, these summer academic enrichment programs have served low-income, public-school, K–8 students, supported by school-year components. Now in 10 states, programs offer academic instruction in reading, writing, and math, and enrichment programming that includes swimming, arts, recreation and games, and science.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Raden, A., Marsland, K., & Zigler, E. F. (1995). Evaluation of the Horizons Summer Enrichment Program. New Haven, CT: Yale University Department of Psychology and Bush Center in Child Development and Social Policy.
Terao, K., & Yuen, F. (2010). Horizons National Student Enrichment Program: Analysis of student evaluation results and end of summer parent and student questionnaire. Norwalk, CT: Horizons National. www.horizonsnational.org/files/Terao%20and%20Yuen%20Horizons%20Eval%20Report%2011-17-10-%20(2)(3).pdf
Horizons National. (2010). 2010 Literacy Initiative summary report. Norwalk, CT: Author. www.horizonsnational.org/files/2011-01-28%20Final%20Literacy%20Initiative%20Report%202010%20(2).pdf
Horizons National. (2011). Results and statistics 2011. Norwalk, CT: Author. www.horizonsnational.org/files/Results%202011%20Overview.pdf
new! Hyams Foundation Girls' Initiative
From 2003 through 2008, this initiative funded eight community-based organizations to focus programming and advocacy on girls in Boston and Chelsea, Massachusetts. These programs targeted girls involved at various levels in state systems and provided them with an array of services. The program’s overall goals were for the girls to make progress in school and/or career preparation, increase their sense of self-worth and hope, develop and maintain healthy and positive relationships, and develop and maintain effective interpersonal communication and social skills. The funded organizations also participated in a “Learning Community” with the following goals: develop and share best practices; establish and measure shared outcomes; collaborate across grantees and with relevant agencies; address policy issues affecting the girls’ population; and share relevant learning with the program, system, and philanthropic communities.
(Prevention, System-Building)
The Hyams Foundation, Inc. (2006). Taking on the challenge: Phase I of the Hyams Foundation Girls' Initiative. Boston: Author. www.hyamsfoundation.org/documents/Hyams%20Girls'%20Initiative_31_Report_June_06.pdf
The Hyams Foundation, Inc. (2010). Girls’ Initiative phase II report. Boston: Author. www.wcwonline.org/component/option,com_virtuemart/Itemid,217/category_id,6/flypage,flypage.tpl/page,shop.product_details/product_id,1713/
new! Kitty Andersen Youth Science Center Programs
These programs engage youth in grades 7–12 in science activities after school, on Saturdays, and during the summer in St. Paul and Minneapolis, Minnesota. Youth build competencies in leadership, career development, and science literacy through developing community service learning projects and leading workshops/outreaches for younger youth.
(Science/Technology/Mathematics, Youth Leadership)
Nelson, A. G., Cohn, S., Philippe, C., & Svarovsky, G. N. (2008). Big Back Yard Park Crew summative evaluation. St. Paul: Science Museum of Minnesota Department of Evaluation and Research in Learning. http://informalscience.org/evaluation/show/337
Nelson, A. G., Fitzenberger, M., Miller, K., & Philippe, C. (2009). KAYSC IDEA Cooperative: Year 2 formative evaluation. St. Paul: Science Museum of Minnesota Department of Evaluation and Research in Learning. http://informalscience.org/evaluation/show/345
Nelson, A. G., & Ostgaard, G. (2010). KAYSC Podcast Crew: Evaluation activities 2009–2010. St. Paul: Science Museum of Minnesota Department of Evaluation and Research in Learning. http://informalscience.org/evaluation/show/332
Nelson, A. G., & Ostgaard, G. (2011). IDEA Cooperative: Select findings from the Invention Crew exit survey. St. Paul: Science Museum of Minnesota Department of Evaluation and Research in Learning. http://informalscience.org/evaluation/show/339
Nelson, A. G., & Ostgaard, G. (2011). IDEA Cooperative: Select findings from the Design Team exit survey. St. Paul: Science Museum of Minnesota. http://informalscience.org/evaluation/show/338
new! Leadership Program’s Afterschool Project
This afterschool program aims to provide a safe place for youth to cultivate their creativity and develop individual and social responsibility through a variety of creative arts and recreational activities targeted to adolescents in New York City middle and high schools.
(Arts, Positive Youth Development, Sports/Recreation)
Chauveron, L., & Thompkins, A. (2010). Reducing conflict among early and middle adolescents with the Leadership Program’s Afterschool Project. New York: The Leadership Program, Inc.
new! Let's Go STEM—Y of Central Maryland
This curriculum is used by the YMCA of Central Maryland to introduce youth participants to STEM through robotics. The goal is to instill in youth the love of math and science, and the critical thinking necessary to spark a lifelong interest and career in these disciplines.
(Science/Technology/Mathematics)
Domingo, M. R. (2010). Y of Central Maryland Let's Go STEM Program fall 2010 evaluation report. Pasadena, MD: Y of Central Maryland.
updated! Maryland After School Community Grant Program
Begun in 1997, this program serves to strengthen resiliency and prevent substance abuse, violence, and delinquency among youth by increasing the availability of high quality, structured after school programs to children and youth in Maryland.
(Academic/Enrichment, Positive Youth Development, Prevention)
Gottfredson, D. C., Gottfredson, G. D., & Weisman, S. A. (2001). The timing of delinquent behavior and its implications for after-school programs. Criminology and Public Policy, 1(1), 61–86.
Weisman, S. A., & Gottfredson, D. C. (2001). Attrition from after school programs: Characteristics of students who drop out. Prevention Science, 2, 201–205.
Weisman, S. A., Soulé, D. A., & Womer, S. C. (under the direction of Gottfredson, D. C.). (2001). Maryland After School Community Grant Program: Report on the 1999–2000 school year evaluation of the phase I after-school programs. College Park: University of Maryland.
Weisman, S. A., Womer, S. C., Lu, S., Soule, D. A., Bryner, S. L., Kahler, A., & Kellstrom, M. A. (under the direction of Gottfredson, D. C.). (2002). Maryland After School Community Grant Program part 1: Report on the 2000–2001 school year evaluation of the Phase 2 after school programs. College Park: University of Maryland.
Weisman, S. A., Womer, S. C., Kellstrom, M. A. Bryner, S., Kahler, A., & Slocum, L. A. (under the direction of Gottfredson, D. C.). (2003). Maryland After School Community Grant Program part 1: Report on the 2001–2002 school year evaluation of the Phase 3 after school programs. College Park: University of Maryland.
Gottfredson, D. C., Weisman, S. A., Soulé, D. A., Womer, S. C., & Lu, S. (2004). Do after school programs reduce delinquency? Prevention Science. 5, 253–266.Gottfredson, D. C. & Soule, D. A. (2004). The timing of property crime, violent crime, and substance use among juveniles. Journal of Research and Crime Delinquency, 40(10), 1–11.
Weisman, S. A., Soulé, D. A., Gottfredson, D. C., Lu, S., Kellstrom, M. A., Womer, S. C., & Bryner, S. L. (2005). After-school programs, antisocial behavior, and positive youth development: An exploration of the relationship between program implementation and changes in youth behavior. In J. L. Mahoney, J. S. Eccles, & R. W. Larson (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Mahwah, NJ: Lawrence Erlbaum Associates.
Gottfredson, D. C., Cross, A., and Soulé, D. A. (2007). Distinguishing characteristics of effective and ineffective afterschool programs to prevent delinquency and victimization. Criminology & Public Policy, 6(2), 289–318.
updated! New Communities After School Project
This program in two communities in Delaware provides homework help, nonacademic/unstructured activities, recreational/cultural activities, and tutoring to children in Grades K–7.
(Multi-Component/Comprehensive, Positive Youth Development, Tutoring/Extra Instruction)
Unger, D. G., & Cooksy, L. (2004). New Communities After School Project annual evaluation report 2003–2004. Newark: University of Delaware. http://dspace.udel.edu:8080/dspace/handle/19716/229
new! New Faces, New Places: An Introduction to Science, Technology, Engineering, and Math
Piloted in three Nevada cities in 2006, this afterschool educational experiential learning program seeks to enhance participants’ acquisition of scientific knowledge; develop skills such as critical thinking, problem solving, decision making, and teamwork; and create positive attitudes toward science.
(Science/Technology/Mathematics)
Barker, W. A., Killian, E., & Evans, W. P. (2010). New Faces, New Places: A 4-H science learning program in urban out-of-school settings. Afterschool Matters 12, 45–50. www.niost.org/pdf/afterschoolmatters/ASM_Fall2010_2.pdf
new! Oakland Out-of-School Time Programs
These school-based support programs in Oakland, California, include 86 afterschool programs serving youth in grades K–12 that provide a variety of activities including homework help, enrichment, recreation, and academic support; and 6 programs that provide social and academic support to middle school youth as they transition into middle and high school.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Public Profit. (2010). Oakland After School Program evaluation findings report 2009–10. Oakland, CA: Oakland Fund for Children and Youth & OUSD After School Programs Office.
Public Profit. (2011). Out-of-School Time Program interim findings report. Oakland, CA: Oakland Fund for Children and Youth & OUSD After School Programs Office.
Public Profit. (2011). Oakland Out-of-School Time Program. Evaluation findings report 2010–11. Oakland, CA: Oakland Fund for Children and Youth & OUSD After School Programs Office.
new! Oklahoma Cooperative Extension Service Afterschool Gardening Program
This food, nutrition, and physical activity education program was provided to children in grades K–8 participating in a rural afterschool program. A garden was incorporated into the program to actively involve children in hands-on food, nutrition, and physical activity education.
(Health, Sports/Recreation)
Phelps, J., Hermann, J. R., Parker, S. P., & Denney, B. (2010). Advantages of gardening as a form of physical activity in an after-school program. Journal of Extension, 48(6). www.joe.org/joe/2010december/pdf/JOE_v48_6rb5.pdf
new! Out of Harm's Way
Begun in 2006, this initiative aims to address the escalating violence in middle schools in Boston and to eliminate violence as a barrier to learning and healthy development in students.
(Complementary Learning, Prevention)
Hall, G. (2008). Final report: Out-of-Harm’s Way. Phase I implementation, Lilla Frederick and Dearborn Middle Schools. Wellesley, MA: Wellesley Centers for Women. www.bpsdeltas.org/programs/OHW_Evaluation_Report.pdf
new! Project Choice
This voluntary alcohol and marijuana intervention for young teens serves 16 middle schools located in 3 school districts in Los Angeles County.
(Prevention)
D'Amico, E. J., & Edelen, M. O. (2007). Pilot test of Project CHOICE: A voluntary afterschool intervention for middle school youth. Psychology of Addictive Behaviors, 21(4), 592–598.
new! Project SHINE
This career camp in Carbon and Schuylkill Counties in Pennsylvania exposes fifth and sixth graders to careers in health services, manufacturing, and business. Participants engage in hands-on problem solving activities and visit local business and community colleges.
(Vocational Education)
Project SHINE. (2010). Project Shine (Schools and Homes in Education). A 21st Century Community Learning Centers Program Administered by Lehigh Carbon Community College. Project evaluation report (2009–10). Silver Spring, MD: Author. www.shineafterschool.com/files/41403829.pdf
updated! Project SOAR (Super Opportunities With After-School Resources)
Programs provided intensive academic assistance, telecommunications and computer technology training, mentors, recreational and enrichment activities, health and nutrition programs, and expanded media center hours for K–12 students in Wake County, North Carolina.
(Academic/Enrichment, Mentoring, Multi-Component/Comprehensive)
EDSTAR. (2001). Wake County Public School System Project SOAR evaluation report for school year 2000–2001. Raleigh-Durham, NC: Author.
Johnson, J., Hall, M., Van Vleck, P., & Peach, J. (2004). SOAR: Super Opportunities With After-School Resources Wake County Public Schools 2000–2004. Raleigh, NC: EDSTAR.
Johnson, J. L., Hall, M., Van Vleck, P., Peach, J. S., & Lewis, R. G. (2007). Effectiveness and successful program elements of SOAR's afterschool programs. Journal of Youth Development, 1(3).
updated! Promising After-School Programs Study
Begun in 2002, this national study seeks to determine the short-term and long-term impacts of high-quality afterschool programs on the cognitive, academic, social, and emotional development of youth who are growing up in high-poverty communities.
(Research Studies)
Vandell, D. L., Reisner, E. R., Brown, B. B., Pierce, K., Dadisman, K., & Pechman, E. M. (2004). The study of promising after-school programs: Descriptive report of the promising programs. Madison: Wisconsin Center for Education Research.
Vandell, D. L., Reisner, E. R., Brown, B. B., Dadisman, K., Pierce, K. M., Lee, D., et al. (2005). The study of promising after-school programs: Examination of intermediate outcomes in year 2. Madison: Wisconsin Center for Education Research.
Vandell, D. L., Reisner, E. R., Pierce, K. M., Brown, B. B., Lee, D., Bolt, D., et al. (2006). The study of promising after-school programs: Examination of longer term outcomes after two years of program experiences. Madison: Wisconsin Center for Education Research.
Vandell, D. L., Reisner, E. R., & Pierce, K. M. (2007). Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of Promising Afterschool Programs. Washington, DC: Policy Studies Associates. Retrieved from ERIC database. (ED499113)
Reisner, E. R., Vandell, D. L., Pechman, E. M., Pierce, K. M., Brown, B. B., & Bolt, D. (2007). Charting the benefits of high-quality after-school program experiences: Evidence from new research on improving after-school opportunities for disadvantaged youth. Washington, DC: Policy Studies Associates. www.statewideafterschoolnetworks.net/dat/promisingprograms1.pdf
Vandell, D. L., Pierce, K., & Karsh, A. (2011). Study of Promising After-School Programs: Follow-up report to participating school districts. Irvine: University of California. www.gse.uci.edu/childcare/docs/PP%20Follow-up%20report%20to%20districts%202-3-11.doc
new! Raising Healthy Children
This program in Seattle promotes positive youth development by reducing identified risk factors and preventing adolescent problem behaviors. Program components include teacher workshops, parent training and parenting group workshops, youth summer camps, and in-home services.
(Complementary Learning, Multi-Component/Comprehensive, Prevention)
Catalano, R. F., Mazza, J. J., Harachi, T. W., Abbott, R. D., Haggerty, K. P., & Fleming, C. B. (2002). Raising healthy children through enhancing social development in elementary school: Results after 1.5 years. Seattle: University of Washington, Social Development Research Group.
Brown, E. C., Catalano, R. F., Fleming, C. B., Haggerty, K. P., & Abbott, R. D. (2005). Adolescent substance use outcomes in the Raising Healthy Children Project: A two-part latent growth curve analysis. Journal of Consulting and Clinical Psychology, 73(4), 699–710.
updated! READ 180–Brockton, Massachusetts
Begun in 1999, this national structured intervention for struggling readers in grades 4–12 was adapted for afterschool settings and implemented in the Brockton Public School District, a large, urban school district in Massachusetts.
(Literacy)
Hartry, A., Fitzgerald, R. A., & Porter, K. (2008). Implementing a structured reading program in an afterschool setting: Problems and potential solutions. Harvard Educational Review, 78(1): 181–210. http://teacher.scholastic.com/products/research/pdfs/R180ReadingPrgrmAfterSchool.pdf
Kim, J. S., Samson, J. F., Fitzgerald, R., & Hartry, A. (2010). A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: Effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency. Reading and Writing, 23(9), 1109–1129. doi: 10.1007/s11145-009-9198-2 www.springerlink.com/content/y0588m00885t42x7/
Kim, J. S., Capotosto, L., Hartry, A., & Fitzgerald, R. (2011). Can a mixed-method literacy intervention improve the reading achievement of low-performing elementary school students in an after-school program? Results from a randomized controlled trial of READ 180 Enterprise. Educational Evaluation and Policy Analysis, 33(2), 183–201. doi: 10.3102/0162373711399148 http://epa.sagepub.com/content/33/2/183.full.pdf
new! Relationship Between Out-of-School Time Program Quality and Adolescent Outcomes Study
This study examined the association between out-of-school time program quality and adolescent outcomes. The data used for this analysis are from a national poll conducted in 2005 of adolescents (12–17 years old), their parents, and the parents of children 6–11 years old.
(Academic/Enrichment, Positive Youth Development, Research Studies)
Moore, K. A., & Hamilton, K. (2010). How out-of-school time program quality is related to adolescent outcomes. Washington, DC: Child Trends. www.childtrends.org/Files//Child_Trends-2010_08_02_RB_OSTProgramQuality.pdf
new! Science Club for Girls
This club provides hands-on science activities to girls in grades K–8 at various school sites in Massachusetts. Girls in grades 8–12 have the opportunity to serve as mentors for younger girls and also to work with adult mentors.
(Mentoring, Science/Technology/Mathematics)
Pallais, A. (2006). An evaluation of Science Club for Girls. Cambridge, MA: Science Club for Girls.
new! SquashSmarts
Begun in 2001, this program combines the sport of squash with academic tutoring for under-served, urban 6th–12th-graders in Philadelphia in order to develop academic and athletic achievement.
(Academic/Enrichment, Sports/Recreation)
Hart, A. (2010). Effectiveness of an afterschool sports mentoring program in promoting interpersonal relationships (Unpublished master’s thesis). Drexel University, Philadelphia, PA. http://144.118.25.24/bitstream/1860/3362/1/Hart_Allison%20B..pdf
new! Summer Learning Loss Study
This study examined the nature of summer learning loss, as well as characteristics of summer learning programs, including their effectiveness in improving student achievement, promising practices, costs, and implementation facilitators and challenges.
(Academic/Enrichment, Research Studies, Tutoring/Extra Instruction)
McCombs, J. S., Augustine, C. H., Schwartz, H. L., Bodilly, S. J., McInnis, B., Lichter, D. S., & Cross, A. B. (2011). Making summer count: How summer programs can boost children's learning. Santa Monica, CA: RAND Corporation. www.rand.org/pubs/monographs/MG1120
new! Supplemental Education Services and Educational Assistance Program— Pittsburgh, Pennsylvania
In Fall 2004, Pittsburgh Public Schools implemented two out-of-school time tutoring programs to serve students attending schools that fail to meet school-wide academic targets: supplemental educational services (SES) and an educational assistance program (EAP).
(Tutoring/Extra Instruction)
Zimmer, R., Hamiltona, L., & Christina, R. (2010). After-school tutoring in the context of No Child Left Behind: Effectiveness of two programs in the Pittsburgh Public Schools. Economics of Education Review, 29(1), 18–28. doi:10.1016/j.econedurev.2009.02.005 www.sciencedirect.com/science/article/pii/S0272775709000600
new! TechBridge
This afterschool program in Oakland, California, aims to inspire girls in grades 5–12 to discover a passion for technology, science, and engineering through hands-on activities, role models, and worksite visits.
(Science/Technology/Mathematics)
TechBridge. (2010). TechBridge annual report: Changing lives, one girl at a time. Oakland, CA: Author.
new! TECHie Club
This program is designed to introduce elementary students in Ohio to technology and all of its possibilities. The program includes hands-on interactive activities tied directly to national technology standards for students in grades 3–5, and focuses on the fundamentals of computer programming, robotics, web development, and digital media.
(Science/Technology/Mathematics)
TechCorps. (2010). TECHie Club overview and evaluation summary FY 2009–2010. Columbus, OH: Author. http://techcorps.org/files/2009-2010%20TECHie%20Club%20Evaluation%20Summary.pdf
new! Travis County Collaborative Afterschool Program
Begun in 2004, this afterschool program in Austin, Texas, broadly focuses on the following objectives through academic support, enrichment, and prevention activities: increase student school attendance, decrease student discipline referrals, and increase student academic achievement.
(Academic/Enrichment, Positive Youth Development, Tutoring/Extra Instruction)
Christian, C., & Naik, R. (2010). Travis County Collaborative Afterschool Program final report. Austin, TX: Austin Independent School District. http://archive.austinisd.org/inside/docs/ope_09-73.I_TCCAP_Report.pdf
updated! Woodcraft Rangers’ Nvision After School Program
Founded in 1915, this afterschool program in Los Angeles, California, consists of school-based clubs for youth age 6–18, designed in concert with local schools to promote youth’s academic, social, and physical development.
(Academic/Enrichment, Positive Youth Development)
Kaiser, M., & Lyons, M. (2001). Woodcraft Rangers: State of California After School Learning and Safe Neighborhoods Partnerships Program with the Los Angeles Unified School District. Annual evaluation report, 1999–2000. Los Angeles: Lodestar Management/Research.
Lodestar Management/Research. (2002). Woodcraft Rangers: State of California After School Learning and Safe Neighborhoods Partnerships Program with the Los Angeles Unified School District. Annual evaluation report, 2000–01. Los Angeles: Author.
Lodestar Management/Research. (2003). Woodcraft Rangers: Los Angeles Unified School District After School Education and Safety Program annual evaluation report 2001–02. Los Angeles: Author.
Lodestar Management/Research (2004). Woodcraft Rangers: Los Angeles Unified School District After School Education and Safety Program annual evaluation report for 2002–03. Los Angeles: Author.
Lodestar Management/Research (2005). Woodcraft Rangers: Annual evaluation report for 2003–04. Los Angeles: Author.
Lodestar Management/Research. (2006). Woodcraft Rangers After-School Program: Summary of program youth outcomes for middle school sites 2004–05. Los Angeles: Author.
Lodestar Management/Research (2006). Process evaluation report: Key factors related to program recruitment, retention, and outcomes. Los Angeles: Author.
Lodestar Management/Research (2007). Woodcraft Rangers: Annual evaluation report for 2005–06. Los Angeles: Author.
Harder+Company Community Research. (2008). Woodcraft Rangers annual evaluation report 2006–2007: Middle school programs. San Francisco: Author.EVALCORP Research & Consulting. (2011). Assessment of program quality and youth outcomes: A study of the Woodcraft Rangers’ Nvision After-School Program. Irvine, CA: Author.
new! YMCA–Harvard Afterschool Food and Fitness
This project aims to help afterschool programs and child care providers at four YMCAs in Boston, Massachusetts, create healthy environments for children through nutrition and physical activity.
(Health, Sports/Recreation)
Mozaffarian, R. S., Wiecha, J. L., Roth, B. A., Nelson, T. F., Lee, R. M., & Gortmaker, S. L. (2010). Impact of an organizational intervention designed to improve snack and beverage quality in YMCA after-school programs. American Journal of Public Health,100(5), 925–932. http://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2008.158907