Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students

By Patricia A. Lauer, Motoko Akiba, S. Wilkerson, Helen S. Apthorp, D. Snow, Mya L. Martin-Glenn. 2006

649 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d71256e3bb3501487ffff70c83269d9d78164673

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Citations in the corpus

The Impact of After-School Programs that Promote Personal and Social Skills. (2007, background): “One review of 35 studies reported that the test scores of low-income, at-risk youth improved significantly in both reading and mathematics after they participated in after-school programs (Lauer et al., 2006).”
Implications for educational practice of the science of learning and development (2019, background): “Other reviews show similar effects (McCombs et al., 2011), and a review of effects for “at-risk” students found stronger outcomes for longer programs and those with both social and academic foci than for those that were academic alone (Lauer et al., 2006).”
Effects of a Voluntary Summer Reading Intervention on Reading Achievement: Results From a Randomized Field Trial (2006, background): “…and Practice There is a growing recognition that schools alone cannot accomplish the goal of reducing academic achievement disparities, and that summer programs can supplement the educational services provided to underperforming students (Lauer et al., 2006; U. S. Department of Education, 2003b).”
STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest (2016, methodology): “In the Lauer et al. (2006) study, OST program focus was a significant moderator of mathematics achievement effects in at-risk youth.”
Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program (2012, background): “For example, several meta-analyses have 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.”
USING VOLUNTEER MENTORS TO IMPROVE THE ACADEMIC OUTCOMES OF UNDERSERVED STUDENTS: THE ROLE OF RELATIONSHIPS (2015, neutral): “Similarly, a meta-analysis of after-school programs reported average effect sizes ranging from 0.05 standard deviations on reading to 0.17 on math skills (Lauer et al., 2006).”
Racial Inequality in the 21st Century: The Declining Significance of Discrimination. NBER Working Paper No. 16256. (2010, positive): “…(Jacob and Lefgren, 2004), merit pay for principals, teachers, and students (Podgursky and Springer, 2007; Fryer, 2010), after-school programs (Lauer et al., 2006), budget, curricula, and assessment reorganization (Borman et. al., 2007), policies to lower the barrier to teaching via…”
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016, background): “Other strategies that are often proposed for reducing performance gaps include out of school programs (Lauer et al., 2006) and mentoring programs (DuBois, Holloway, Valentine, & Cooper, 2002).”