Making Out-of-School-Time Matter: Evidence for an Action Agenda. Summary.

By S. Bodilly, M. Beckett. 2005

111 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9a88df3e00cc017c20b3f673ab24624a6e8ee128

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Citations in the corpus

The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8 (2013, unknown): “We hand-searched the reference lists of four research reviews that were published after Cooper et al.’s 2000 meta-analysis (Bodilly & Beckett, 2005; Lauer et al., 2006; McCombs et al., 2011; Terzian, Moore, & Hamilton, 2009).”
Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program (2012, unknown): “…shown that after-school programs have a positive effect on achievement (e.g., Durlak, Weissberg, & Pachan, 2010; Lauer et al., 2006), whereas other meta-analytic work has shown after-school programs to have no effect on achievement (e.g., Bodilly & Beckett, 2005; Zief, Lauver, & Maynard, 2006).”
Effects of Cram Schooling on Mathematics Performance: Evidence from Junior High Students in Taiwan (2011, background): “Studies in the United States have found positive effects of after-school programs focusing on academic instruction (e.g., Black et al. 2008; see also Bodilly and Beckett 2005).”
The Impact of After-School Programs that Promote Personal and Social Skills. (2007, background): “…have stressed the need for careful evaluations of the effectiveness of different programs and the factors associated with positive outcomes, along with realistic expectations about the academic gains that can be achieved (Bodilly & Beckett, 2005; Granger & Kane, 2004; Vandell et al., 2004, 2005).”