After-School Programs and its Effects on Academic Achievement

1. After-School Programs and its Effects on Academic Achievement Jennie Kwok Ed 703.22 Spring 2009

2. Table of Contents • Introduction • Statement of the Problem • Review of Related Literature • Statement of Hypothesis • Method • Participants • Instruments • Experimental Design • Procedure • Results • Discussion • Implications

3. Statement of the Problem Due to an increase number of parents entering the work force, there is a great need to place children in after-school programs that enrich their academic and social development. After-school programs can focus on academics or recreational. However, it is not clear which after-school program promotes academic achievement. This study will focus on the following question: Which type of after-school program is beneficial to students’ academic achievement?

4. Pros of After-school Programs Review of Related Literature • Participation in after-school programs are associated with higher grades and test scores. (Coie & Krehbiel, 1984; Posner & Lowe, 1994; Dryfoos, 1999; Larner et al., 1999; Pierce, Hamm, & Vandell, 1999; Posner & Vandell, 1999; Vandell & Shumow, 1999; Cosden et al., 2001; Miller, 2001; Munoz, 2002; Valentine, Cooper, & Bettencourt, 2002; Junge et al., 2003; Miller, 2003; Cosden et al., 2004; Mahoney et al., 2005; AfterSchoolAlliance, 2007; Jenner, E. & Jenner, L.W., 2007; Viadero, 2007) • Low-income students gain the most from after-school programs. (Posner & Lowe, 1994; Larner et al., 1999; Posner & Vandell, 1999; Vandell & Shumow, 1999; Miller, 2001; Miller, 2003; Mahoney et al., 2005) • Participation in after-school programs gave students greater confidence in their academic abilities and provides an opportunity to develop positive, school-related, adult attachments. ( Posner & Lowe, 1994; Pierce, Hamm, & Vandell, 1999; Cosden, Morrison, Alabanese, & Macias, 2001; Miller, 2001; Miller, 2003; Cosden et al., 2004; Viadero, 2007) • After-school participation is also linked with lower involvement in risky behaviors like violence, drugs, sex, etc. (Larner et al., 1999; Cosden et al., 2001; Miller, 2001; Jenner, E. & Jenner, L.W., 2007) • Research concludes the following regarding after-school programs: youth benefit from consistent participation in quality after-school programs, after-school programs can increase engagement in learning, can also increase educational equity (which provides disadvantaged youth opportunities and experiences that are available to middle and upper class students), and after-school programs build key skills (teamwork, problem solving, communication) necessary for success in today's world. (Miller, 2003)

5. Review of Related Literature Cons of After-school Programs • However, after-school programs can interfere with a child’s commitment to their family and community. It can also reduce parental involvement in their child’s academic process. (Cosden, Morrison, Alabanese, & Macias, 2001; Cosden, Morrison, Gutierrez, & Brown, 2004) • A study by Vandell & Corasaniti reported middle class children who attended after-school had poorer grades and test scores and were more likely to be rejected by their classmates. (Pierce, Hamm, & Vandell, 1999 ) • Another study reported that children in after-school showed more problems socially, emotionally, and academically when compared to those in mother care or self-care after-school. (Posner & Lowe, 1994)

6. Review of Related Literature Pros of Academic After-school Programs • The Gevirtz Homework Project (2001) that provided homework assistance had a positive impact on 4th grade English Language Learners. (Cosden et al., 2001; Cosden et al., 2004) • Homework completion plays an important role in supporting academic achievement. It develops good work habits and job management skills. (Corno & Xu, 2004) • The Ecological Study of After-school Care found 3rd graders who spent time in enrichment activities (music, organized sports, dance, etc.) had better work habits, better relationships with peers, and better emotional adjustment. (Vandell & Shumow, 1999) • Physical activity and sport participation are linked directly and indirectly with better cognitive functioning, higher academic achievement, reduced school dropout and greater odds of going to college full time. (Coatsworth & Conroy, 2007) Pros of Recreational After-school Programs

7. Statement of Hypothesis(HR1) • In comparing academic and recreational after-school programs, 17 third-graders attending an academic after-school program in Brooklyn, N.Y. will yield better reading results than 17 third-graders attending a recreational after-school program in Brooklyn, N.Y.

8. Participants • 17 – 3rd graders attending an academic after-school program in P.S. X • 17 – 3rd graders attending a recreational after-school program in P.S. X

9. Instruments • Reading Comprehension Exams (3) • Consent Forms • Principal • After-school Coordinators • Parents • Surveys • I like going to after-school. 1 2 3 4 Strongly Disagree Agree Strongly Disagree Agree • I spend time doing homework. • Less than 30 minutes. • 30 minutes • 1 hour • 1½ hours

10. Research Design • Pre-Experimental Design • Static-Group Comparison • Individuals are not randomly assigned. They are in pre-existing groups. • Two Groups: Control Group (X1) experience one treatment (academic after-school program) and Experimental Group (X2) experience a different treatment (recreational after-school program). • Both groups (X1 and X2) are posttested (O) and their results are compared. • Symbolic Design: • X1 O • X2 O

11. Threats to Internal/External Validity • Threats to Internal Validity • History – Classroom teacher came into the room and the phone rang when participants were filling out their attitude survey. • Instrumentation – Questionnaires were self-created by researcher. • Selection-Maturation Interaction – Participants may mature differently than others. • Threats to External Validity • Selection-Treatment Interaction – Participants weren’t individually selected. • Experimenter Effects (Passive Elements) – Participants were intimidated by researcher because she is not their daily after-school counselor. • Hawthorne Effect – Participants respond differently because they know they are in an experiment.

12. Procedure • Study implemented between March 2009 – April 2009. Prior to the study, participants have been exposed to academic assistance (homework help/tutoring) and recreational activities (dancing, organized sports, arts & crafts) for five months in their after-school programs. • Parental consent forms distributed in March 2009 and April 2009. • Three different sets of reading comprehension exams were distributed for three consecutive days (one for each day). Attitude and demographic survey distributed on the fourth day. • Exams and surveys were graded and analyzed.

13. Test Results (Academic and Recreational ) The mean of all three exams of 17 third-grade students in the academic after-school program is 71. The mean of all three exams of 17 third-grade students in the recreational after-school program is 74.

14. Correlation Rxy = 0.05 There is no correlation between the amount of time spent reading and test scores in the academic after-school program. Average time spent reading = 37 minutes Rxy = 0.6 There is a correlation between the amount of time spent reading and test scores in the recreational after-school program. Average time spent reading = 47 minutes. Note: The question regarding the amount of time a student spent on reading was specified to a specific setting, whether it was during after-school, school hours, or at home.

15. Correlation Rxy = 0.4 There is no correlation between homework completion and reading test scores. Average amount of time spent on HW = 42 minutes out of total 3 hr span in after-school Attitude of HW completion recorded to numerical value: 1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree

16. Correlation Rxy = 0.6 There is a correlation between having fun in recreational after-school and reading test scores. Students who have fun in after-school will produce better reading scores. Attitude of having fun in after-school recorded to numerical value: 1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree

17. Discussion • The results of this study does not support the original hypothesis: 17 third-graders attending an academic after-school program in Brooklyn, N.Y. will yield better reading results than 17 third-graders attending a recreational after-school program in Brooklyn, N.Y. • Results consistent with the following viewpoints and findings: • After-school programs that focus on recreational activities will promote academic achievement (Dryfoos, 1999; Vandell & Shumow, 1999; Valentine, Cooper, & Bettencourt, 2002; Coatsworth & Conry, 2007) • Too much emphasis on work is negatively related to achievement (Warren, LePore, & Mare, 2000) • Results inconsistent with the following viewpoints and findings: • After-school programs that focus primarily on academics provide higher academic performance (Cosden, Morrison, Albanese, & Macias, 2001; Corno & Xu, 2004; Cosden, Morrison, Gutierrez, & Brown, 2004) • Homework plays an important role in supporting academic achievement (Corno & Xu, 2004)

18. Implications • Results of this study cannot be generalized to the general population since 100% of the participants in this study were Asian. • Need for a larger sample size • Need for long-term study • More research is needed especially regarding recreational after-school programs and their effects on academic achievement.