The Impact of After-School Programs: Interpreting the Results of Four Recent Evaluations

By Thomas J. Kane. 2004

181 citations recorded by the source corpus.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/d03ad6f5fe23f72261a3a1283b567593602c2374

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Howard S. Bloom
2. J. Durlak
3. Jacquelynne S. Eccles
4. R. Weissberg
5. J. L. Mahoney
6. Angel L. Harris
7. R. Maynard
8. Susan Zief

In Safety Research

1. Jacquelynne S. Eccles
2. J. Durlak
3. Howard S. Bloom
4. J. L. Mahoney
5. Angel L. Harris
6. R. Weissberg
7. Susan Zief
8. S. Lauver

Citations in the corpus

• Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models (2011, background): “Similarly, Kane (2004) estimated that one full year of elementary school attendance increased student academic achievement by an effect size of approximately .25.”
• Using Covariates to Improve Precision for Studies That Randomize Schools to Evaluate Educational Interventions (2007, background): “Black, 2006; Kane, 2004).”
• Organized Activity Participation, Positive Youth Development, and the Over‐Scheduling Hypothesis (2006, background): “Because youth typically spend much less time in organized activities than in other contexts (e.g., school and family), the associated impact of participation in any one area of adjustment should ordinarily be modest (Kane, 2004).”
• Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions (2008, background): “Our first benchmark compares the effects of educational interventions to the natural growth in academic achievement that occurs during a year of life for an average student in the United States, building on the approach of Kane (2004).”
• EXPERIMENTAL ANALYSIS OF NEIGHBORHOOD EFFECTS ON YOUTH (2004, background): “1 standard deviations, and Kane (2003) reports that between the end of fifth grade and the end of sixth grade test scores rise by an average of .”
• A Meta-Analysis of After-School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents (2010, background): “However, researchers have discussed several methodological issues that limit the interpretation of the results of the national evaluations of 21 CCLCs (Kane 2004; Mahoney and Zigler 2006).”
• Impacts of After-School Programs on Student Outcomes: A Systematic Review (2006, background): “…of research on the impact of out-of-school programs that have included programs with an academic focus (Eccles & Templeton, 2002; Fashola, 1998; Hollister, 2003; Kane, 2004; Little & Harris, 2003; Scott-Little, Hamann, & Jurs, 2002).5 However, all differ in important ways from this new review.”
• The Impact of After-School Programs that Promote Personal and Social Skills. (2007, background): “Academic outcomes for other youth, however, have been inconsistent (Kane, 2003; Scott-Little, Hamann & Jurs, 2002; Vandell et al., 2004; Zief, Lauver & Maynard, 2004).”
• Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains (2010, methodology): “Following the approach used elsewhere (Kane 2004; Schochet 2008; Bloom et al. 2008), we identify educationally meaningful thresholds using the natural progression of student test scores over time.”