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The Impact of After-School Programs That Seek to Promote Personal and Social Skills . Joseph A. Durlak, Loyola University Chicago Roger P. Weissberg, University of Illinois Chicago & the Collaborative for Academic, Social, and Emotional Learning (CASEL)

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the impact of after school programs that seek to promote personal and social skills

The Impact of After-School Programs That Seek to Promote Personal and Social Skills

Joseph A. Durlak, Loyola University Chicago

Roger P. Weissberg, University of Illinois Chicago & the

Collaborative for Academic, Social, and Emotional Learning (CASEL)

Acknowledgements: W.T. Grant Foundation

(Grant #200050496)

focus of the review
Focus of the Review
  • Comprehensive review of current knowledge
  • 66 After-school Programs with data at post
  • Program Goals: promoting personal/social skills
  • Included studies:
    • Control group present
    • Out of school hours
    • Operate during the school year

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why this review is important
Why This Review is Important
  • Prior reviews not focused on personal/social skills
  • Large number of programs evaluated
  • This is new and up-to-date information
  • 60% of program reports appeared > 2000

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research questions
Research Questions
  • What types of outcomes can after-school programs foster in youth?
  • Can we identify the program features that lead to better youth outcomes?

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findings
Findings
  • Overall, programs are
  • Youth benefit in three areas
    • School performance
    • Feelings and attitudes
    • Behavioral adjustment

effective

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outcomes and findings
Positive Results for:

School performance

Academic achievement test scores

School grades

School attendance

Feelings and attitudes

Self-perceptions

School bonding

Behavioral adjustment

Positive social behaviors

Problem behaviors

Drug use

Outcomes and Findings

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which programs are effective
Which programs are effective?
  • Programs that used evidence-based skill training approaches were successful in all outcome areas
  • Programs that did not use these approaches did not deliver significant benefits to youth in any outcome area

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effective programs are s a f e
Effective Programs are S.A.F.E.
  • Sequential:
  • Active:
  • Focused:
  • Explicit:

sequenced activities to achieve skills

interactive forms of learning

emphasis on personal or social skills

targeting of specific skills

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conclusions and recommendations
Conclusions and Recommendations
  • Programs can be effective in multiple ways
  • Both program content and process are important for success
  • It is not only WHAT YOU DO, but also HOW YOU DO IT that counts– program quality

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policy implications
Policy Implications
  • Findings should reassure those questioning the value of after-school programs
  • Important to consider the range of possible program benefits
  • Program quality is critical to success
  • Programs should be accountable for ongoing assessment & continual improvement of services

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value added benefits
Value-Added Benefits

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value added benefits12
Value-Added Benefits

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value added benefits13
Value-Added Benefits

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additional information
Additional Information
  • For more information, contact jdurlak@luc.edu
  • A full report of the findings will be available
  • at http://www.casel.org

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