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It highlights why participation often drops when programs remain designed for younger children, and discusses evidence that older youth need experiences that feel different. Using data from a larger OST study, it compares higher-participation programs for middle and high school youth to identify program and city-level strategies that sustain engagement over time.",{"@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/keeping-youth-engaged-from-middle-school-to-high-school/590469/",{"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/keeping-youth-engaged-from-middle-school-to-high-school/590469.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do out-of-school time programs often need different approaches for older youth?","Question",{"text":112,"@type":113},"Adolescents’ needs and interests shift as developmental tasks change. Programs built for elementary-age children may not feel relevant to teens, reducing sustained participation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study measure engagement and participation for middle vs. high school youth?",{"text":117,"@type":113},"It uses data collected for an OST participation study, comparing higher-participation programs across middle and high school youth using program survey data and interviews from selected sites.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the primary goal of the research described in the text?",{"text":121,"@type":113},"The research aims to identify program and city-level strategies and features that keep youth coming to OST programs over time, especially across periods of 12 or more months.","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},590469,1792910825,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Keeping Youth Engaged from Middle School to High School  \nby Sarah Deschenes, Priscilla Little, Jean Grossman, and Amy Arbreton  \nAdolescence is a period of rapid developmental changes. how quickly the needs and interests of adolescents shift Only in the early years of childhood do individuals expe- along with their developmental changes. Program staff rience such a brisk pace of change. However, all too of- know—and studies have documented—that, as children ten, out-of-school time (OST) programs do not recognize enter adolescence, their participation in OST programs  \nSArAH DESCHENES, Ph. D., is senior researcher at Harvard Family Research Project (HFRP) . She has been conducting research on expanded learning, youth advocacy, youth development, and community initiatives for 15 years. Before joining HFRP, Sarah was a consultant conducting education and youth policy research; she has also been a postdoctoral fellow at the John W. Gardner Center for Youth and Their Communities at Stanford University. She is co-author of Between Movement and Establishment: Organizations Advocating for Youth (Stanford University Press, 2009); her work has appeared in a variety of journals and edited volumes.  \nPriSCiLLA LittLE is the core area director for Harvard Family Research Project’s out-of-school time (OST) research and evaluation work, leading research teams to investigate policy-relevant OST issues such as improving participation, addressing program quality, building OST systems, and supporting out-of-school learning partnerships. She also serves as the associate director of HFRP, managing and coordinating research activities, participating in resource development and funder outreach, cultivating relationships with national  \norganizations, providing intellectual leadership, and conducting activities to ensure the long-term sustainability of HFRP.  \nJEAN GroSSMAN, Ph. D., is a senior research fellow at Public/Private Ventures, an action-oriented social policy think-tank; she also teaches at Princeton University in the Woodrow Wilson School of Public and International Affairs. She is an expert on afterschool and youth mentoring programs and on evaluation design. She recently co-authored numerous reports and articles on OST programs including The Cost of Quality Out-of-School Time Programs, The Evaluation of Enhanced Academic Instruction in After-School Programs, and A Review of What Youth Programs Do to Increase the Connectedness of Youth with Adults.  \nAMy ArBrEtoN, Ph. D., is a senior research fellow at Public/ Private Ventures. She has more than two decades of experience evaluating youth development programs and conducting research on child development including More Time For Teens: Understanding Teen Participation—Frequency, Intensity and Duration in Boys & Girls Clubs and Making Every Day Count: Boys & Girls Clubs’ Role in Promoting Positive Outcomes for Teens.  \ndrops off (American Youth Policy Forum, 2006; Lauver, Little, & Weiss, 2004; Sipe, Ma, & Gambone, 1998) . To attract older youth, programs need to offer experiences for teens that look and feel different from  \nthen detail some of the findings that indicate the importance of addressing developmental differences as a participation strategy.  \nthose designed for elementary school children. This Study Overview  \narticle, drawing on data collected in a larger study of While many studies have broadly addressed issues of practices that engage older youth in OST programs OST participation for older youth or have focused on eiover time (Deschenes et al. , 2010), shares insights ther middle school youth or high school youth, our reabout programs that successfully engage older youth cent study of OST participation (Deschenes et al. , 2010) and the strategies they use to maintain high participa- compared high-participation programs for both middle tion rates. school and high school youth to identify which strategies  \nDevelopmentally, older youth are becoming “not and features are assoc","cbCaikPHx9Pd7igD","https://ap.wps.com/l/cbCaikPHx9Pd7igD","pdf",364444,"English","# Study Overview\n## Comparing Middle and High School Participation\n## Program and City-Level Strategies\n## Data Sources and Focus","[{\"question\":\"Why do out-of-school time programs often need different approaches for older youth?\",\"answer\":\"Adolescents’ needs and interests shift as developmental tasks change. Programs built for elementary-age children may not feel relevant to teens, reducing sustained participation.\"},{\"question\":\"How does the study measure engagement and participation for middle vs. high school youth?\",\"answer\":\"It uses data collected for an OST participation study, comparing higher-participation programs across middle and high school youth using program survey data and interviews from selected sites.\"},{\"question\":\"What is the primary goal of the research described in the text?\",\"answer\":\"The research aims to identify program and city-level strategies and features that keep youth coming to OST programs over time, especially across periods of 12 or more months.\"}]","Keeping Youth Engaged from Middle School to High School | PDF",1792069698]