[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-265901-105":59,"doc-detail-265901-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","chapter-6-after-school-programs-after-school-program-literature-review-for-anti-poverty-policy","Chapter 6 - After School Programs - After-school Program Literature Review for Anti-Poverty Policy","","Chapter 6 examines how structured after-school programs can contribute to anti-poverty policy by improving outcomes that affect participants’ later labor market prospects and equal opportunity. The chapter frames motivations around child safety during unsupervised after-school hours, discouraging risky behavior, and supporting academic, physical, or creative development. It reviews both non-experimental and experimental evaluations of flagship programs, then discusses implications, program design considerations, and cost-effectiveness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/chapter-6-after-school-programs-after-school-program-literature-review-for-anti-poverty-policy/265901/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/chapter-6-after-school-programs-after-school-program-literature-review-for-anti-poverty-policy/265901.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are after-school programs considered an investment for reducing poverty?","Question",{"text":112,"@type":113},"The chapter argues that after-school programs may alter children’s outcomes that directly or indirectly improve adult labor market results. This can support a policy framework promoting equal opportunity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What central concerns motivate interest in after-school programs?",{"text":117,"@type":113},"A key concern is that many children are unsupervised after school until parents return home from work. The chapter links structured programming to improved safety and potential reductions in risky behavior.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors determine whether after-school programs deliver benefits?",{"text":121,"@type":113},"Benefits depend on who chooses to participate, the risk level of participating children’s families or environments, the alternative care arrangement if programs are unavailable, the program type, and the costs relative to other interventions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},265901,1790806454,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Chapter 6: After School Programs  \nPhillip B. Levine and David J. Zimmerman  \n1. Introduction  \nSupport for investments in after-school programs is motivated by a few central concerns. Principally, there is a concern that a large number of children end their formal school-day activities and enter a period of time during which they are unsupervised until the time their parents return home from work. As Delaware U.S. Representative Michael Castle stated during a Congressional Hearing on March 11, 2008,“each afternoon, millions of students around the nation leave school with no place to go because they lack affordable, accessible, after-school opportunities.”1 Providing structured after-school programs to these “latch-key” children during this critical time period, it is argued, would enhance children’s physical safety, discourage risky behavior, and – depending on the emphasis of the after-school program--nurture various other desirable outcomes. These benefits might include improved academic outcomes, physical fitness, or artistic creativity.  \nFrom the perspective of this volume, after-school programs might then be viewed as a potential investment in poverty-reduction if the programs alter outcomes that either directly or indirectly improve the adult labor market outcomes ofthe participants.2 Indeed, after-school programs may be regarded as an essential component of a policy framework promoting equal opportunity. As articulated in the Annual Report of The After-School Corporation – a significant funder of after-school programs in New York:  \nThe resources that families with means treat as routine extensions of their kids’education – music lessons, sports, academic help – are out of reach for kids in  \nbroad swaths of the city. Kids on the wrong side of the opportunity gap face  \n1 [http://edlabor.house.gov/hearings/ecese‐2008‐03‐11.shtml](http://edlabor.house.gov/hearings/ecese‐2008‐03‐11.shtml)  \n2 After‐school care may also impact parent’s labor supply which may impact family income and hence, children’s later outcomes. This link covered in another chapter in this volume.  \nlimited possibilities to develop the talents, skills, breadth of learning that would prepare them for college and careers. (TASC, 2007).  \nObviously, the merit of this intervention strategy hinges on several key issues. The marginal benefit of participation will likely depend critically on the subset of the child population that elects to participate in the programs. The economic benefits are likely to be greater if participants come from high-risk families or environments than if they come from stable supportive families or environments. After-school programs, generally voluntary in nature, may have a limited effect if the alternative to a formal supervised after-school program is simply supervised care at home and not unsupervised self-care. Further, potential benefits will hinge on the types of programs provided and the impact they have on children’s ability to achieve self-sufficiency later in life. Programs emphasizing recreational activities may foster self-esteem or physical fitness, but may have a less significant effect on academic performance. Lastly, it is critical to understand the cost of after-school programs so that the benefits per dollar spent might compared with other interventions competing for scarce funding. Does an investment in after-school care reap high returns in reducing poverty when the participants attain adulthood?  \nThis chapter reviews the literature on after-school programs with an eye to offering advice on whether these programs are likely candidates for an effective anti-poverty program. The chapter is organized as follows: in the next section we discuss the motivation for interest in after-school programs. We then examine some of the main non-experimental evaluations that have been conducted on “flagship” after-school programs. Next we summarize the evidence on the key experimental evaluations that have been conducted. ","cbCaiguqnC2elh18","https://ap.wps.com/l/cbCaiguqnC2elh18","pdf",220981,33,"English","# 1. Introduction\n# 2. Background\n## Rising female labor force participation and child care needs\n## Crime patterns during after-school hours","[{\"question\":\"Why are after-school programs considered an investment for reducing poverty?\",\"answer\":\"The chapter argues that after-school programs may alter children’s outcomes that directly or indirectly improve adult labor market results. This can support a policy framework promoting equal opportunity.\"},{\"question\":\"What central concerns motivate interest in after-school programs?\",\"answer\":\"A key concern is that many children are unsupervised after school until parents return home from work. The chapter links structured programming to improved safety and potential reductions in risky behavior.\"},{\"question\":\"What factors determine whether after-school programs deliver benefits?\",\"answer\":\"Benefits depend on who chooses to participate, the risk level of participating children’s families or environments, the alternative care arrangement if programs are unavailable, the program type, and the costs relative to other interventions.\"}]","Chapter 6 - After School Programs - After-school Program Literature Review for Anti-Poverty Policy | PDF",1789402496,83]