Enhanced Academics: After-School Programs

The report, The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report, includes two parallel impact studies, a math program study ("Mathletics" developed by Harcourt School Publishers) and a reading program study ("Adventure Island" developed by the Success for All Foundation) in which students attending an afterschool program are assigned by lottery to either receive the structured academic programming or the after-school programming regularly offered.

Findings from two parallel studies of structured afterschool programs found that a math program produced significant gains in achievements, while a reading program did not. "The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report" included 27 afterschool centers, 15 providing the math program "Mathletics" (developed by Harcourt School Publishers) and 12 providing the reading program "Adventure Island" (developed by the Success for All Foundation). Students attending the afterschool program in grades 2 through 5 were assigned by lottery to either receive the structured academic programming or the regular after-school programming. The report was released by the National Center for Education Evaluation and Regional Assistance at the Institute of Education Sciences.

For each academic program, the evaluation design allows for information about the one-year impact in the first and second years of operation as well as the two-year impact in which the program was offered to students for two consecutive years. Data on after-school staff characteristics, program implementation, and student outcomes were collected in the first and second years in 27 centers (12 providing the reading program and 15 providing the math program).

Key findings include:
- One year of the math program produced positive and statistically significant impacts on student achievement representing approximately one month's worth of extra math learning.
- Two years of the math program produced no additional achievement benefit beyond the one-year impact.
- One year of the reading program produced no impact on total reading test scores after one year.
- Two years of the reading program resulted in less gains in reading achievement than their counterparts.
- The reading program was staffed and supported as planned; however, in both years program staff experienced issues with delivering some aspects of the program - especially related to the pacing of lessons.

Full report:
http://ies.ed.gov/ncee/pubs/20094077/pdf/20094077.pdf

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