[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591404-105":3,"doc-detail-591404-en":81,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-effect-of-afterschool-program-participation-on-english-language-acquisition-research-study","the effect of afterschool program participation on english language acquisition - research study","","Examines how participation in afterschool programs influences English language acquisition among English learner (EL) students, with attention to in-school versus out-of-school factors. Uses the Youth Data Archive to track elementary and middle school students from a single school district across four academic years, looking for links between afterschool programming participation and English language development outcomes. Connects the findings to prior research, noting benefits for academic performance while highlighting the need for deeper study of proficiency gains, especially for EL and Latino youth.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-effect-of-afterschool-program-participation-on-english-language-acquisition-research-study/591404/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-effect-of-afterschool-program-participation-on-english-language-acquisition-research-study/591404.png","ImageObject",300,407,{"name":42,"@type":43},"eBook King","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the document’s main focus?","Question",{"text":63,"@type":64},"It investigates the effect of afterschool program participation on English language acquisition for English learner (EL) students.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What data source and study design are used?",{"text":68,"@type":64},"The study uses the Youth Data Archive to follow elementary and middle school students from a single school district over four academic years.",{"name":70,"@type":61,"acceptedAnswer":71},"How do the results relate to prior research on afterschool programs?",{"text":72,"@type":64},"The document compares its results to earlier studies showing academic benefits of afterschool programs, while emphasizing that increased English gains are not guaranteed and need further examination of the in-school versus out-of-school link.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591404,1792883210,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":86,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45",8,"the effect of afterschool program participation on english  \nlanguage acquisition  \nby Rebecca London, Oded Gurantz, and Jon Norman  \nIn the past quarter century, the nation’s K–12 public schools have experienced a large influx of students who speak languages other than English. In the 2008–09 school year, California public schools served 1.5 million children (24 percent of the student population) whose primary language was not English (California Department of Education, 2010) . This percentage represents a substantial increase from 25 years earlier, when just 8 percent of California’s public school students were English learners (Williams et al., 2007) .  \nResearch has shown that many factors affect how English learner (EL) students acquire English language skills, including their preparation before entering U.S. schools, their out-of-school environments, and schools’educational practices (Genesee, Lindholm-Leary, Saunders,& Christian, 2006; Ready & Tindal, 2006; Saunders &  \nReBeCCA LONDON is senior researcher at the John W. Gardner Center for Youth and Their Communities at Stanford University. Her research concentrates on disadvantaged youth and families, with an emphasis on the role of community interventions in providing opportunities for positive youth development. Her recent studies include the effect of afterschool programs on physical fitness, the link between physical fitness and academic achievement, and factors affecting students’ high-school-to-college trajectories. She is a fellow at the National Poverty Center at the University of Michigan.  \nODeD GURANTz is the senior policy analyst for the Youth Data Archive initiative at the John W. Gardner Center for Youth and Their Communities. His recent work uses linked longitudinal data to explore student pathways through the K–16 system, with a focus on the transition from secondary to postsecondary education. Oded holds a master’s degree in applied economics and finance from the University of California, Santa Cruz, and a bachelor’s in mathematics from the University of California, Berkeley.  \nJON R. NORMAN is assistant professor in the department of sociology and the graduate program in public policy and urban affairs at Loyola University Chicago. His research centers on urban social and economic transformation. His recent work includes examination of family and gender norms in housing policy, analysis of economic inequality in small metro areas, and exploration of the role of cities versus suburbs in metro area well-being. Jon is currently completing a book manuscript assessing social, demographic, and economic changes in smaller U. S. cities.  \nO’Brien, 2006; Valdés, 1998) . An in-depth ethnographic of non-academic settings in helping EL students learn study by Valdés (1998) identified the importance of out- English. In this article, weuse an innovative data source—of-school social settings, indicating that they heavily af- the Youth Data Archive—to follow elementary and mid  \nfect EL students’ in-school perfor- dle school students from a single  \nmance. A review of the limited school district over four academic  \nliterature on out-of-school settings the literatures on both years to discern any links between and oral English language develop- afterschool programming their afterschool program participament also supports this finding and english acquisition tion and English language develop-(SaunHdiegrhs- &quaOlit’Byrienafte, 2006rschoo) .l pro- point to the potential menttendin. Wgethfeoupndrogthat sturam haddentsgreaattergrams offer many benefits, including importance of rates of gain in English developacademic achievement, but research non-academic settings ment, but they did not necessarily has not focused specifically on the in helping el students achieve proficiency gains or redesigeEffectsnglisholf aangfteuraschooge devlelprogopmreamntsIonna learn english. nsaotoionner as “flthanuennotnE-npgarlitshiciproficpatingientstu”-meta-analysis of 35 studies, Lauer dents","cbCaiemw5dgXbZcO","https://ap.wps.com/l/cbCaiemw5dgXbZcO","pdf",281287,"English","# Introduction\n## Context of English learner growth in K–12 schools\n# Research Approach\n## Data source and student follow-up design\n# Findings and Interpretation\n## Links between program participation and English development\n## Limits and need for further analysis","[{\"question\":\"What is the document’s main focus?\",\"answer\":\"It investigates the effect of afterschool program participation on English language acquisition for English learner (EL) students.\"},{\"question\":\"What data source and study design are used?\",\"answer\":\"The study uses the Youth Data Archive to follow elementary and middle school students from a single school district over four academic years.\"},{\"question\":\"How do the results relate to prior research on afterschool programs?\",\"answer\":\"The document compares its results to earlier studies showing academic benefits of afterschool programs, while emphasizing that increased English gains are not guaranteed and need further examination of the in-school versus out-of-school link.\"}]","the effect of afterschool program participation on english language acquisition - research study | PDF",1792071792,20,{"code":4,"msg":82,"data":99},[100,104,108,112,116,121,126,129,133,136,140],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":113,"show_sort_weight":114,"slug":115},"Comic",60,"comic",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},6,"Technology",50,"technology",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":97,"slug":132},9,"Religion & Spirituality","religion-spirituality",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":134,"show_sort_weight":97,"slug":135},"World Cup","world-cup",{"id":137,"doc_module":4,"doc_module_name":25,"category_name":138,"show_sort_weight":137,"slug":139},10,"Lifestyle","lifestyle",{"id":141,"doc_module":4,"doc_module_name":25,"category_name":142,"show_sort_weight":55,"slug":143},19,"General","general"]