Evaluation of Enhanced Academic Instruction in After-School Programs

Posted by on November 23, 2009

Structured after-school yields mediocre results

A new report on behalf of the Institute of Education Sciences at the Department of Education looks at whether structured academic instruction in reading or math for students in grades two to five during their after-school hours — instead of the less formal academic supports offered in regular after-school programs — improves their academic performance in the subject. The study, undertaken by MDRC over school years 2005-06 and 2006-07, found that for the enhanced math program, one year of enhanced instruction produces positive and statistically significant impacts on student achievement, but two years produces no additional achievement benefit. The authors also state that no clear lessons emerge for program improvement or targeting the program in particular types of schools. For the enhanced reading program, the study found that after one year, no significant impact on total reading scores was apparent in programs at the 12 participating centers. Two years of participation produces significantly fewer gains in reading achievement for students in the enhanced program group than at regular after-school. Though the reading program was staffed and supported as planned, implementation issues — especially related to the pacing of lessons — occurred in both years, as instructors found it challenging to maintain the intended pace of instruction.

See the executive summary: http://ies.ed.gov/ncee/pubs/20094077/pdf/20094078.pdf