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Direct linkKlumpner, Susan K.; Woolley, Michael E. – Education and Urban Society, 2021
After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the…
Descriptors: After School Programs, Access to Education, At Risk Students, Public Policy
Download full textTurner, Tandra T.; Butler, Alisha N.; Russell, Christina A. – Policy Studies Associates, Inc., 2015
The New York City Department of Youth and Community Development (DYCD) recognizes the role that its Comprehensive After School System (COMPASS) programs can play in supporting the educational success of youth, including literacy development. Since 2011, DYCD has required COMPASS programs to offer at least two hours a week of either literacy or…
Descriptors: Literacy Education, STEM Education, Elementary School Students, After School Programs
Leos-Urbel, Jacob – Youth & Society, 2015
This article examines the relationship between after-school program quality, program attendance, and academic outcomes for a sample of low-income after-school program participants. Regression and hierarchical linear modeling analyses use a unique longitudinal data set including 29 after-school programs that served 5,108 students in Grades 4 to 8…
Descriptors: After School Programs, Program Effectiveness, Attendance, Academic Achievement
