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Alexandra Skrocki; Gary Ellis; Andrea Ettekal; Darlene Locke – Journal of Human Sciences & Extension, 2024
Using a statewide sample of participants in 4-H programs, we tested associations among youth sparks, program quality, program dosage, and four types of involvement (breadth of participation in out-of-school-time beyond 4-H, scope of learning strategies, degree of specialization, and cumulative program immersion). Participants were 180 Texas 4-H…
Descriptors: Student Interests, Student Motivation, Youth Programs, Program Effectiveness
Angelnetta McGee Ulmer – ProQuest LLC, 2022
This study utilized a pretest posttest design to examine the impact afterschool activities had on students in middle school. Survey and focus group data were used to access participants' behavior, achievement and attendance in while participating in afterschool programs. Findings from the study concluded that student's participation in afterschool…
Descriptors: After School Programs, Student Behavior, Academic Achievement, Middle School Students
Hsu, Pi-Sui; Lee, Eric Monsu; Smith, Thomas J. – RMLE Online: Research in Middle Level Education, 2022
The purpose of this qualitative case study was to explore how equity-oriented pedagogy infused with Making activities promoted five non-dominant middle school youths' attitudes toward science in an after-school program in the Midwestern United States. The researchers conducted pre- and post-interviews with five students from non-dominant…
Descriptors: Equal Education, Middle School Students, Student Attitudes, After School Programs
Naftzger, Neil; Wheeler, Kathryn; Hall, Georgia – Afterschool Matters, 2023
This descriptive study explored the relationship between sustained attendance in high-quality 21st Century Community Learning Centers (CCLC)-- funded programs and key child outcomes. The key hypothesis was that high-quality programming is associated with the development of social and emotional skills, which in turn may be related to academic…
Descriptors: After School Programs, 21st Century Skills, Social Development, Emotional Development
Yin, Ming – International Journal of Research in Education and Science, 2020
Although shadowed by the institutionalization of contemporary schooling, out-of-school time and space encompass a variety of learning possibilities and are socially organized to enable and maintain educational privileges for some students but not for others. Out-of-school time (OST) curricular instructions have been expanding globally and more…
Descriptors: Foreign Countries, After School Programs, Mathematics Education, Student Participation
Muzzi, Cindy; Gallagher, Brenda McSparrin; Zoblotsky, Todd – Center for Research in Educational Policy (CREP), 2021
The 21st Century Community Learning Centers (21st CCLC) program, funded through the U.S. Department of Education, provides academic enrichment opportunities outside of the regular school day to help students meet state and local performance standards in core academic subjects, such as reading and math. This report summarizes the 2019-2020…
Descriptors: Program Evaluation, Program Effectiveness, After School Programs, Enrichment Activities
Scharber, Cassandra; Peterson, Lana; Chang, Yu-Hui; Barksdale, Sarah; Sivaraj, Ramya – Pedagogies: An International Journal, 2021
We recommend the conceptualization of computing as a critical literacy, and ground this conceptualization in considerations of historical and current realities in computing. The frameworks of connected learning and computational participation are recommended as guides for "doing" critical computing literacy. We present the findings from…
Descriptors: Critical Theory, Computer Science Education, Elementary Secondary Education, After School Programs
Miller, Julia; Evans, Ryan – Wilder Research, 2022
This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2021-22 school year. [For the 2020-21 report, see ED619377.]
Descriptors: Musical Instruments, After School Programs, Program Effectiveness, Music Education
Cordier, Amy L. – ProQuest LLC, 2023
Young children's social and emotional skills (SE skills) are highly predictive of the ease with which they transition to kindergarten as well as their success in the K-12 school system and in life after graduation (Belfield et al., 2015; Blair, 2002; Denham, 2006; Denham et al., 2014; Graziano et al., 2007; Jones et al., 2017; Moffitt et al.,…
Descriptors: Young Children, Social Emotional Learning, Skill Development, Interpersonal Competence
Mouza, Chrystalla; Pan, Yi-Cheng; Yang, Hui; Pollock, Lori – Journal of Educational Computing Research, 2020
In this work, we examine whether repeated participation in an after-school computing program influenced student learning of computational thinking concepts, practices, and perspectives. We also examine gender differences in learning outcomes. The program was developed through a school-university partnership. Data were collected from 138 students…
Descriptors: After School Programs, Thinking Skills, Computer Science Education, Repetition
Connell, Emma; Miller, Julia – Wilder Research, 2021
This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2020-21 school year. [For the 2019-20 report, see ED619376.]
Descriptors: Musical Instruments, After School Programs, Program Effectiveness, Music Education
Gaudreault, Karen Lux; Kinder, Christopher; Shiver, Victoria; Beighle, Aaron; Erwin, Heather – International Journal of Kinesiology in Higher Education, 2021
Child inactivity, overweightness, and obesity are recognized problems in the United States. Despite characterization as an "epidemic," children continue to fall short in meeting physical activity recommendations necessary to maintain proper health. Relevant literature indicates that after-school programs (ASPs) are viable options for…
Descriptors: Child Health, Physical Activity Level, After School Programs, Health Promotion
Durham, Rachel E. – Baltimore Education Research Consortium, 2018
OrchKids has been offering free, year-round music-based programming to students across Baltimore for 10 years. In school year (SY) 2017-18, its out-of-school-time (OST) program was based in six schools and served over 1,000 children in pre-K through 10th grade. The primary goal of OrchKids is to expose students and their family members to music…
Descriptors: After School Programs, Music Education, Urban Programs, Student Mobility
Noam, Gil G.; Allen, Patricia J.; Sonnert, Gerhard; Sadler, Philip M. – International Journal of Science Education, Part B: Communication and Public Engagement, 2020
There has been a growing need felt by practitioners, researchers, and evaluators to obtain a common measure of science engagement that can be used in different out-of-school time (OST) science learning settings. We report on the development and validation of a novel 10-item self-report instrument designed to measure, communicate, and ultimately…
Descriptors: Leisure Time, Elementary School Students, Middle School Students, After School Programs
Connell, Emma; Miller, Julia; Ly, Bunchung – Wilder Research, 2020
This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program. It includes satisfaction and outcome data for the 2019-20 school year.
Descriptors: Musical Instruments, After School Programs, Program Effectiveness, Music Education