After-School’s Effect on School Attendance and Other Outcomes
by
Jean Baldwin Grossman
Why would participation in after school programs affect school
day participation?
Causes of The Attendance Problem
“Being competent” is a driving developmental need for elementary school (ES) and middle school (MS) students
Peer’s opinions and acceptance become more importance
In late ES and especially in MS youth start disengaging with things they are less good at and increase their engagement in areas they believe they can be good at
The Attendance Problems• Many struggling students develop the
attitude that effort is useless, stop trying in school and the cycle worsens
• Instead many struggling youth turn to develop the competence of “being cool” – Engage in risky behavior– They start skipping school
• Other poor students (who are not “being cool”) also skip classes more because they don’t think they can be good at it
How AS programs help?• They fulfill the need to socialize and get
peer attention in a supervised venue
• It can re-establish the link between effort and results—first in a non-school activity school
• Research shows that the more time youth spend truly engaged in challenging activities (as they do in good after school programs) they develops task persistence persistence in school
• They develop strong relationships with pro-social adults (staff and volunteers)– To “have the staff’s respect,” students attend
school more– Trusted staff can show youth why school is
important– Students adopt more pro-social attitudes
How AS programs help?
• You have to be at school to attend a school-based program directly increases attendance
• School-based programs increase student’s school belonging which increases attendance
How school-based programs help?
What have some AS program found?
1. We’ll look at the effect of a community-based program (Boys and Girls Club)
2. We’ll look at the effects of a groups of school-based programs
3. We’ll directly compare school-based vs. community based participation
The Relationship of Attendance in a CB program by MS/HS students to Change in Academic Outcomes
Number of times skipping school in past 12 months
decreased*
School effort increased+
Academic confidence
increased*(for youth attending
~1-2/mo over 30 months)
OutcomeAverage in 6th or 7th Grade
Change by Level of Attendance
52 Days=~1-2d./
mo
122 Days=1x/wk
244Days= 2x/wk
366 Days=3x/wk
Skipping school in past 12 mo. (0,1,2,3 “4 days or more ” )
0.21-0.09 -0.22 -0.44 -0.66
School effort ( 1-4)
3.100.03 0.06 0.12 0.18
Academic confidence
3.34 0.12 0.12 0.12 0.12
What effects have been found?Effects on MS/HS youth of Boys and Girls Clubs
Attendance over 30 Months
Outcome
Minimum Level of Attendance Over 30-Month
52 Days 122 Days244 Days=2x/wk
366 Days
School effortConfident in abilityIntegrityCommunity service Initiate marijuana Use Future connectedness
ShynessAggressionInitiate weapon carryingStopped by policeInitiate drinking Initiate Smoking
Number times skippedInitiate sexual activity
Fewer negative peers
School-based program participation vs. self-care and activities
Elementary School Students
Middle School Students
1-year effect
2-year effect
1-year effect
2-year effect
MISCONDUCT
AS Program -.58 -.66 -.32 -.55
Program + activities -.43 -.51 -.31 -.64
WORK HABITS
AS Program .19 .31 .13 .01
Program + activities .08 .35 .23 .06
Days in ESS
Days in OAS
Start Skipping School -.23** -.06
Pay Attention in Class .10* .04
Sense of School Belonging
.10* .05
Sense of Academic Efficacy
.00 .06
Number of Times Home- work was Incomplete
-.07 .12**
Estimated Effects Of School-based And Other After-school Activities On School Outcomes
for ES and MS Students