This review examines the evidence from recent experimental design evaluations on the impact of after-school programming on youth context (i.e., student location, supervision, and safety); participation in activities; and behavioral, social and emotional, and academic outcomes. This review focuses on program models that are of particular interest to policymakers—programs that include academic support services—for two main reasons. First, 21st CCLC grantees are expected to incorporate academic support services into their programming, and it is likely that a large percentage of after-school programs are now funded with 21st CCLC grants. Second, as part of the No Child Left Behind legislation, the federal government legislated Supplemental Educational Services (SES), including after-school programs, to assist students who attend Title I schools not meeting performance goals.
- After school,
- systematic review,
- education outcomes,
Available at: http://works.bepress.com/rebecca_maynard/13/