Characteristics of Out-of-School Time Science Programs Offered by Distinct Organization Types

Oct 15, 2026

Uploaded by Pentious

Out-of-school time (OST) science programs are presented as a promising resource to deepen young people’s experiences of science, technology, and engineering. The text explains widespread beliefs about OST as an access point for underrepresented groups and summarizes evidence that many afterschool programs include science, though often with limited hours. It highlights challenges for research caused by the wide variety of OST sites, formats, activity frequency, and the lack of national recruitment networks, limiting large-scale national studies and complicating youth-outcome comparisons.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Characteristics and value of OST science programs

Research gaps and why they are difficult to study

Youth outcomes and key benefits

variations on a theme Characteristics of Out-of-School Time Science Programs Offered by Distinct Organization Types by Sandra L. Laursen, Heather Thiry, Tim Archie, and Rebecca Crane The out-of-school time (OST) domain offers a promising resource for enriching young people’s experience of science, technology, and engineering (Afterschool Alliance, 2004) . Belief is widespread that OST programs are ideal locations in which to learn science and that youth participation may increase access to science for underrepresented groups, such as girls or minorities, and enhance the science workforce (Afterschool Alliance, 2004; Afterschool Alliance & Coalition for Science After School, 2008; Chi, Freeman, & Lee, 2008; Congressional Commission, 2000; Friedman & James, 2007) . Indeed, many afterschool programs do offer science activities.1 For example, an evaluation of the 21st Century Community Learning Centers program reported that 70 percent offered some science (Learning Point Associates, 2006); perhaps 10–15 percent were exclusively science-focused (N. Naftzger, personal communication) . SANDRA L. LAURSEN is a research associate and co-director of Ethnography & Evaluation Research (E&ER) at the University of Colorado Boulder. E&ER is an independent research unit that specializes in studies of education and career paths in science, technology, engineering, and mathematics. Sandra’s research interests include inquiry-based learning, the status of women and underrepresented ethnic groups in the sciences, and professional development in teaching. She received a Ph. D. in physical chemistry from the University of California Berkeley. HEATHER THIRY is a research associate with E&ER. Her research has focused on students’ career pathways and decision making in the sciences and on improving educational outcomes for students traditionally underrepresented in STEM disciplines. She received her doctorate in educational foundations, policy, and practice. TIM ARCHIE is a professional research assistant with E&ER. His research interests include informal and formal STEM education opportunities for K–12 students and the retention of university students and faculty in STEM disciplines. He is pursuing a doctorate in human dimensions of natural resources at Colorado State University. REBECCA CRANE served as a professional research assistant with E&ER. She has studied gender issues in computer science, inquirybased learning in mathematics, and out-of-school time science. The Coalition for Science After School found that 88 percent of programs in its network offered science activities, yet most offered 40 or fewer hours of science programming per year (Chi et al. , 2008) . Despite this broad interest, we know rather little about the scope or nature of OST youth programming focused on science (Chi et al. , 2008) . Friedman (2008) identiﬁes several reasons for the inadequate state of knowledge. Variety poses a challenge for researchers, with OST sites in schools, museums, zoos, science and nature centers, aquariums, planetariums, and community centers; formats include afterschool clubs, camps, workshops, festivals, research apprenticeships, and more. Moreover, there is no single national network through which researchers might recruit nationally representative samples of programs. Diversity of activities and content in programs, as well as in the frequency, timing, and duration of programming, also make it difﬁcult to study OST science. Thus, to date there have been no large-scale, national studies of characteristics or formats of science-focused OST programs. These issues also complicate study of the youth outcomes of OST science. Most research and evaluation studies have documented youth outcomes at a single site. These studies have broadened our understanding of how youth engage with science in the afterschool space by documenting positive outcomes such as: U-V􀂈i􀂘Vi 􀂏i>À􀂘􀂈􀂘}\ ÃV􀂈i􀂘Ì􀂈wV V􀂜􀂘Vi«ÌÃÆ ÌiV􀂅􀂘􀂈V>􀂏] `>Ì>􀂇 gathering, and analy

FAQs

Why are OST science programs considered valuable for young people?

The text argues that OST programs can enrich experiences in science, technology, and engineering and may improve access to science for underrepresented groups. Participation is also linked to strengthening the science workforce.

What makes it difficult to study OST science programming at scale?

The document notes high variety in OST locations (e.g., schools, museums, aquariums) and formats (e.g., clubs, camps, apprenticeships), plus differences in timing and duration. It also states there is no single national network to recruit representative samples.

What youth outcomes are described as positive in OST science research?

The text reports outcomes such as improved inquiry and skills, increased confidence, curiosity, and interest, and clarification of career ideas. It also mentions interest in pursuing STEM undergraduate degrees and careers.

Oct 15, 2026

Uploaded by Pentious