EFFECTS OF AN OUT‐OF‐SCHOOL PROGRAM ON URBAN HIGH SCHOOL YOUTH'S ACADEMIC PERFORMANCE

Sandra L. Kirkner

25 citations0/0 files storedJournal of Community Psychology

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Youth Development and Social Support Crime Patterns and Interventions Education and Vocational Training

Abstract

Research strongly indicates that low‐income youth, particularly those of color who are overrepresented in poverty, have lower levels of academic performance than their higher‐income peers. It has been suggested that community‐based out‐of‐school programs can play an important role in reducing these academic differences. This study examined the effect of the YMCA High School Youth Institute on the grades, test scores, and school attendance of urban high school youth using a randomly selected matched comparison group. Those involved in the program had significantly higher English‐language art and math standardized test scores and somewhat fewer absences than the comparison group. Active program participants had significantly higher academic grade‐point averages (GPAs) and math test scores as well as somewhat higher total GPA. The findings suggest that high‐quality out‐of‐school programs can positively influence the academic performance of low‐income youth. Implications for practice are discussed.

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2004Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs 2009When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms 2012The Impact of Family Income on Child Achievement: Evidence from the Earned Income Tax Credit 1997Effect of School Population Socioeconomic Status on Individual Academic Achievement 2007The Impact of After-School Programs that Promote Personal and Social Skills.2011Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Statistical Analysis Report. NCES 2011-459.2005Dropouts in America: confronting the graduation rate crisis 2006Social support as a buffer in the relationship between socioeconomic status and academic performance.

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