Research Brief: Bridging Research and Practice in After-School Programs Theresa Ferrari & Graham Cochran State 4-H In-Service February 7, 2005 Evidence Suggests . . . Youth benefit from after-school programs, provided they involve: Consistent participation Quality, well-run programs
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Research Brief:Bridging Research and Practice in After-School Programs
Theresa Ferrari & Graham Cochran
State 4-H In-Service
February 7, 2005
(Harvard Family Research Project, 2004)
(Rosenthal & Vandell, 1996)
Dworkin, Hansen, & Larson, 2003
Hansen, Larson, & Dworkin, 2003
Larson, Hansen, & Walker, 2005
(Rhodes, 2004; Shortt, 2002)
(Grossman et al., 2002)
(Larson, Hansen, & Walker, 2005)
Jekielek, Moore, Hair, & Scarupa, 2002
Vandell’s (2003) Theory of Change - Study of Promising After-School Programs
Family Background and Child Prior Functioning
Improved Work Habits, School Attendance; Social Skills; Reduced Misconduct
Improved Grades, Achievement, Future Orientation; Reduced Risky Behaviors
Program Structural & Institutional Features
Program Processes and Content
4-H Youth Development in the 21st Century
(from National 4-H Impact Study, 2001)
Experienced positive adult relationships.
Attendance contributed to relationships.
Support provided is both emotional and instrumental.
Relationships contributed to continued participation.
Relationships were more positive than with teachers and neighborhood adults.
It keeps us away from the streets. So you won’t get caught up in anything.
Making decisions on the Youth Board . . . makes me feel like an important businesswoman
Working as a teen assistant at Adventure Central . . . is the beginning of having my first job in my life.
Since I have been coming here my grades have been coming up . . . I should . . . keep coming so I can succeed and try to get a scholarship to college.
. . . a nice environment to be in. I feel comfortable here. I like the people.