Out-of-School-Time Academic Programs to Improve School Achievement. Issue 6 (November 2015)

• Record Type: Journal Article
• Authors: Knopf, John A.; Hahn, Robert A.; Proia, Krista K.; Truman, Benedict I.; Johnson, Robert L.; Muntaner, Carles; Fielding, Jonathan E.; Jones, Camara Phyllis; Fullilove, Mindy T.; Hunt, Pete C.; Qu, Shuli; Chattopadhyay, Sajal K.; Milstein, Bobby
• Is Part Of: Journal of public health management and practice. Volume 21:Issue 6(2015)
• Publication Date: 2015-11
• Subjects: Public health administration -- United States -- Periodicals; 253.6
• DOI: 10.1097/PHH.0000000000000268
• Languages: English
• ISSNs: 1078-4659

Abstract

<abstract> <title> <x xml:space="preserve">Abstract</x> </title> <sec> <title>Context:</title> <p>Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education.</p> </sec> <sec> <title>Objective:</title> <p>This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity.</p> </sec> <sec> <title>Design:</title> <p>Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985-2003) was supplemented with a Community Guide update (search period 2003-2011).</p> </sec> <sec> <title>Main Outcome Measure:</title> <p>Standardized mean difference.</p> </sec> <sec> <title>Results:</title> <p>Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes.</p> </sec> <sec> <title>Conclusions:</title> <p>OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs.</p> </sec> </abstract>