After School Programs in the 21st Century - Their Potential and What It Takes to Achieve It - Research Companion

Sep 14, 2026

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Research Companion analyzing participation impacts of out-of-school time programs, with an emphasis on academic performance and the conditions that support sustained, high-quality involvement. Findings synthesize evidence from multiple studies to identify which program features correlate with improved youth outcomes across academic achievement and related development domains. Guidance addresses access and ongoing participation, program quality elements, and the role of strong partnerships. The brief is grounded in research from the Harvard Family Research Project and related evaluation literature.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages39

Reading Time1 h 38 min

AccessFree to download

Does Participation Make a Difference?

Academic Performance Findings

Social/Emotional Development Findings

Crime, Drug, and Sex Prevention Findings

Health and Wellness Promotion Findings

What Does It Take?

Access to and Sustained Participation in Programs

Quality Programming

Strong Partnerships

After School Programs in the 21st Century: Their Potential and What It Takes to Achieve It Research Companion Research Companion to an Issues and Opportunities in Out-of School Time Evaluation Research Brief From Harvard Family Research Project Claire Brown Goss, Christopher Wimer, and Priscilla M. D. Little February 2008 Harvard Family Research Project 􀂂 Harvard Graduate School of Education 3 Garden Street 􀂂 Cambridge, MA 􀂂 02138 [www.hfrp.org](www.hfrp.org) 􀂂 Email: [hfrp_pubs@gse.harvard.edu](hfrp_pubs@gse.harvard.edu) 􀂂 Tel: 617-495-9108 􀂂 Fax: 617-495-8594 Table of Contents Does Participation Make a Difference? Academic Performance Findings………………………………………………………………….1 Social/Emotional Development Findings.............................................................................10 Crime, Drug, and Sex Prevention Findings……………………………………………………..13 Health and Wellness Promotion Findings………………………………………………………16 What Does It Take? Access to and Sustained Participation in Programs…………………………………………19 Quality Programming……………………………………………………………………………….23 Strong Partnerships………………………………………………………………………………...30 Harvard Family Research Project 􀂂 Harvard Graduate School of Education 3 Garden Street 􀂂 Cambridge, MA 􀂂 02138 [www.hfrp.org](www.hfrp.org) 􀂂 Email: [hfrp_pubs@gse.harvard.edu](hfrp_pubs@gse.harvard.edu) 􀂂 Tel: 617-495-9108 􀂂 Fax: 617-495-8594 Does Participation Make a Difference? Academic Performance Findings After School Programs in the 21st Century: Their Potential and What It Takes to Achieve It Research Companion 1 Harvard Family Research Project · [www.hfrp.org](www.hfrp.org) · February 2008 Does Participation Make a Difference? Academic Performance Findings | Study | Program and Sample | Measures | Relevant Findings | | --- | --- | --- | --- | | Birmingham, J. , Pechman, E. M. , Russell, C. A. , & Mielke, M. (2005) . Shared features of high-performing after-school programs: A follow-up to the TASC evaluation. Washington, DC: Policy Studies Associates. | Who: 262 youth across 10 sites
Where: New York, NY (urban)
What: This study examined highperforming after school projects funded with grants from The AfterSchool Corporation (TASC) to determine project characteristics that may have contributed to improvements in youth’s academic achievement. | Interviews with site staff, observation of programs, review of standardized test scores, school attendance, and demographics | Successful programs had weekly schedules that included homework help, project-based activities, arts and crafts, performing arts, and recreation. Occasionally projects offered specialized academic support such as individual tutoring or smallgroup instruction. Projects offered three or four opportunities a week for youth to participate in varied arts and sports activities.
Both academic enrichment and arts activities scored significantly higher than sports activities on the activity content and structure scale. In addition, activities that were categorized as intentionally skill building had significantly higher scores on this scale than did activities that were not intended tobe skill building. | After School Programs in the 21st Century: Their Potential and What It Takes to Achieve It Research Companion 2 Harvard Family Research Project · [www.hfrp.org](www.hfrp.org) · February 2008 Does Participation Make a Difference? Academic Performance Findings | Study | Program and Sample | Measures | Relevant Findings | | --- | --- | --- | --- | | Cooper, H. , Charlton, K. , | Who: 93 studies on summer | Meta-analytic and narrative | Summer school programs focused | | Valentine, J C. , & Muhlenbruck, L. | school | analysis | on lessening or removing learning | | (2000) . Making the most of | | | deficiencies | | summer school: A meta-analytic and narrative review. Monographs | Where: Varied (urban, suburban, rural) | | have a positive impact on the knowledge and skills of | | of the Society for R

FAQs

What program features are associated with higher academic achievement in the reviewed after-school studies?

One reviewed study found successful programs used weekly schedules including homework help and arts and recreation, with structured skill-building activities scoring higher on activity content and structure measures.

How do the companion materials describe the broader developmental outcomes beyond academics?

The table of contents outlines findings for social/emotional development, crime/drug/sex prevention, and health and wellness promotion.

What does the research companion identify as the key requirements for achieving meaningful participation?

It highlights access and sustained participation, quality programming, and strong partnerships as the main factors needed to realize program potential.

Sep 14, 2026

Uploaded by McGucket