Understanding and Improving the Effectiveness of After‐School Practice

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49 citations0/0 files storedAmerican Journal of Community Psychology

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

Abstract

The question driving research on after-school programs is shifting from "do programs make a difference," to "why are some programs effective while others are not?" This article draws on the work in this volume and related studies to suggest that there is an emerging consensus on the importance of staff-youth interactions as a determinant of program effectiveness. The commentary recommends that future research should continue to focus on understanding and improving program practices at the point-of-service. In doing so, two lines of inquiry seem promising. The first involves linking measures of changes in staff-youth interactions to changes in developmental outcomes. The second is to examine how policies or other interventions intended to improve program effectiveness affect the practices of line staff.

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References

2003Resources, Instruction, and Research 2006Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students 2007The Impact of After-School Programs that Promote Personal and Social Skills.2003Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science 2008The mediational role of adolescents' friends in relations between activity breadth and adjustment.2008After-School Programs and Academics: Implications for Policy, Practice, and Research

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