After School Programs and Academic Achievement, Research Paper Example

With so much money being poured into after school programs, it only makes sense to evaluate their effectiveness so as to determine whether or not to continue the practice; especially since so many departments are looking to cut what they term superfluous funding at ever corner. Naturally, then,  for at least some part, the purpose of an after school program is to watch kids, not unlike a baby- sitting service; still there are others who attend such programs specifically to work on academic achievement. It is both these students and this type of program that the paper seeks particularly to explore.

That is, in fact, the portion of the various programs that is under evaluation within these pages. It is hoped, that through an evaluation of the literature, that an answer can be reached as to coming to the conclusion that students who attend after school programs that provide homework assistance for elementary grade students have a higher academic achievement rate than those who do not.

To start with one of the more enlightening sources that came to hand, an academic article by Cusick et al. actually argues that not only is academic achievement heightened through programs such as homework assistance, it does, in reality, have positive impacts on such areas even through programs that are not specifically designed to effect such areas. Still, how is it that the authors come to such a conclusion? More importantly, perhaps, what is it that these specific programs are doing to provide such outcomes?

Well, they actually had the ability to observe students enrolled in the Chicago After School Matters program. “The program, which is the largest of its kind for high school students, offers paid internships in the arts, technology, sports, and com­munications to teenagers, and is offered in some of Chicago’s most underserved schools in a public school system where over one-third of students drop out by the age of 18,” (Cusick et al., pg 1). By evaluating the statistics from the participating schools, and looking at the dropout rates from the when the students have reached high school, simple mathematics indicates that amazing outcomes have been reached. “Student participation in the program was tracked during the three semesters beginning in the fall of 2002 through the fall of 2003. In addition, information on school attendance and course failures was collected for the latter two of these semesters.6 Of the 20,370 students who were included in the study, 17,099 did not participate in ASM, 1,982 applied to the program but did not end up participat­ing, and 1,289 (or 6.3%) participated in ASM at different levels of intensity” (Cusick et al., pg 3).

The results are encouraging and indicative of the positive effects that after school programs have on academic achievement. Additionally, by having such a large test group and using such a period of time to evaluate them, the results are more sound that they may have been had the study been conducted by other researchers.

Another study, this time conducted by Hartry and Visher, follows similar results but with an emphasis on reading intervention. As a result of passing the No Child Left Behind Act, many schools recognized that they were behind the curve and so needed to make some adjustments. “A large, urban school dis­trict in southeastern Massachusetts with an ethnically diverse, low-income popula­tion” “served more than 16,000 students, many of whom read below grade level according to the state as­sessment, and each year schools in the District struggle to meet their Adequate Yearly Progress goals,” (Hartry and Visher, pg 2).

So, in response an after school reading program was established to help bring students up to par. Studying the effectives of one hour reading tutorial, four days a week for an entire academic year resulted in acknowledgement that yes, slow but sure improvement can be made with the right amount of work and dedication. Additionally, the study found “that elementary school students can become highly engaged in academ­ics in an after-school setting, so much so that the learning itself actually motivates them to continue attending throughout the year” (Hartry and Visher, pg 2). Though the report may have benefited from further quantitative data, the overall findings are both conclusive and in agreement with the main thesis; there is a positive correlation between the two factors.

Also in response to the No Child Left Behind legislation, Granger published a finding that is more on the fence. He concludes that “after-school programs can have positive academic effects, though many do not,” (Granger, pg 3). This, of course, is logical because not every program can be effective and successful; it simply is not plausible. Regardless, Grangers research provides useful information because, unlike the aforementioned articles that simple observe, he actually proposes specific elements to make the programs more effective. For example, “programs should actively involve” the “participants, be intentional about their goals, and focus on the interactions between youth and staff,” (Granger, pg 16).

Additionally, he goes on to state that “if positive academic outcomes are one of those goals, programs may need to include specific activities that are focused on academic achievement, but the approach should build on the opportunities presented by the out-of-school setting,” (Granger, pg 16). This is perfect supplemental evidence for the thesis of these pages because it clearly goes to show that not only is there a climbing positive relationship between after school programs and academic achievement, but actual evaluation and analysis as to why that is the case. By having resources such as this, then, the overall argument is strengthened to a higher degree. One is going to be hard pressed to ignore evidence of this caliber.

Ultimately, however, a literature would not be complete without having at least one article leaning to the more critical side of the argument. That is, then, where the research submitted by Black et al. fits in, almost perfectly. Findings from a “national evaluation of the 21st CCLC program indicate that,” “program grants awarded between 1999 and 2002 had a limited impact on elementary school students’ academic achievement,” (Black et al., 2009).

A possible reason is that the that “most academic activities at the evaluation sites consisted of only homework sessions in which students received limited additional academic assistance. Therefore, the low levels of formal academic assistance offered in these programs and the programs’ limited academic effects highlighted the need for improved academic instruction in after-school settings,” (Black et al., 2009).

This is useful to the paper in that it provides a more negative outlook on the topic at large, allowing for a more broad understanding; additionally, there is a closer look at particular subjects, including math, and how different topics alternate in success according to the amount of time for additional teaching. Ultimately, it is always essential to know arguments for the other side, for that is the only way to structure responses to prove that one’s own theory is in the right. For this case, this articles partial criticism will help to build a larger arsenal with which to combat further cynics; the concept of using ones arguments against them.

In their own way, each resource is invaluable to the overall work at large, though perhaps the most beneficial source for the purposes of this paper is the case study which was conducted by Granger. The substantial research, study, and thought provoking analysis of the data makes it the most complete study to be taken into consideration and as such makes it one of the most useful. Still, however, each of the sources in turn would not have been added unless they had their place and could substantiate their findings with their own resources. As such, each one is necessary to the overall findings that after school programs increase academic achievement. Plus, there is always a benefit to having what some may consider to be ‘sub- standard’ sources as those generally can provide evidence of an area that needs to be researched more.

All in all, these sources will aid in the overall research plan in that not only will all of the information provided serve as evidence to the main arguments within this paper, but also validates the claims themselves simply by highly notable sources. After conducting a review of the literature currently at hand, confidence is at an all time high that the thesis is headed in the right direction; perhaps eventually, making it possible to take the literary findings one step further to the realization of a truly 100% fun and effective way to raise the general education level of the United States. That is, after all, the ultimate goal of after school programs; particularly those with a primary focus on academic achievement. Conclusively, this research, and these resources, helps to diagram, not only the benefits and effectiveness of such a program, but also where they are lacking. It is possible to hope that, over time, further investigations can be made so that precise information can be provided to both further improve academic achievement as well as decrease funds so that these programs are less likely to be cut due to growing budgetary concerns.

References

Black, Alison Rebeck, Doolittle, Fred, Grossman, Jean Baldwin, Somers, Marie- Andrée, Unterman, Rebecca. (2009). “The Evaluation of Enhanced Academic Instruction in   After- School Programs: Final Report.”  Mrdc.org. Retrieved from: http://www      .mdrc.org/publications/528/overview.html

Cusick, Gretchen R., Gladden, Robert Matthew, George, Robert, Wasserman, Miriam. (2007).  “After- School Programs and Academic Impact: A Study of Chicago’s After School   Maters.” Chapin Hall Center for Children: Issue Brief # 112. Retrieved from:        http://www.chapinhall.org/sites/default/files/publications/ChapinHallDocument%282%2 9_0.pdf

Granger, Robert C. (2008). “After- School Programs and Academics: Implications for Policy, Practice, and Research.” Social Policy Report. Vol. 22. Issue 2. Retrieved from: http://www.srcd.org/documents/publications/spr/spr22-2.pdf

Hartry, Ardice, Visher, Mary. (2007). “Can After School Programs Boost Academic Achievement?: An Impact Evaluation of a Reading Intervention Program in an After    School Program.” MPR Associates Inc. Washington, D.C.. Retrieved from: http://teacher.scholastic.com/products/research/pdfs/R180_Brockton_0506_research.pdf