After-School’s Effect on School Attendance and Other Outcomes

by

Jean Baldwin Grossman

Why would participation in after school programs affect school

day participation?

Causes of The Attendance Problem

“Being competent” is a driving developmental need for elementary school (ES) and middle school (MS) students

Peer’s opinions and acceptance become more importance

In late ES and especially in MS youth start disengaging with things they are less good at and increase their engagement in areas they believe they can be good at

The Attendance Problems• Many struggling students develop the

attitude that effort is useless, stop trying in school and the cycle worsens

• Instead many struggling youth turn to develop the competence of “being cool” – Engage in risky behavior– They start skipping school

• Other poor students (who are not “being cool”) also skip classes more because they don’t think they can be good at it

How AS programs help?• They fulfill the need to socialize and get

peer attention in a supervised venue

• It can re-establish the link between effort and results—first in a non-school activity school

• Research shows that the more time youth spend truly engaged in challenging activities (as they do in good after school programs) they develops task persistence persistence in school

• They develop strong relationships with pro-social adults (staff and volunteers)– To “have the staff’s respect,” students attend

school more– Trusted staff can show youth why school is

important– Students adopt more pro-social attitudes

How AS programs help?

• You have to be at school to attend a school-based program directly increases attendance

• School-based programs increase student’s school belonging which increases attendance

How school-based programs help?

What have some AS program found?

1. We’ll look at the effect of a community-based program (Boys and Girls Club)

2. We’ll look at the effects of a groups of school-based programs

3. We’ll directly compare school-based vs. community based participation

The Relationship of Attendance in a CB program by MS/HS students to Change in Academic Outcomes

Number of times skipping school in past 12 months

decreased*

School effort increased+

Academic confidence

increased*(for youth attending

~1-2/mo over 30 months)

OutcomeAverage in 6th or 7th Grade

Change by Level of Attendance

52 Days=~1-2d./

mo

122 Days=1x/wk

244Days= 2x/wk

366 Days=3x/wk

Skipping school in past 12 mo. (0,1,2,3 “4 days or more ” )

0.21-0.09 -0.22 -0.44 -0.66

School effort ( 1-4)

3.100.03 0.06 0.12 0.18

Academic confidence

3.34 0.12 0.12 0.12 0.12

What effects have been found?Effects on MS/HS youth of Boys and Girls Clubs

Attendance over 30 Months

Outcome

Minimum Level of Attendance Over 30-Month

52 Days 122 Days244 Days=2x/wk

366 Days

School effortConfident in abilityIntegrityCommunity service Initiate marijuana Use Future connectedness

ShynessAggressionInitiate weapon carryingStopped by policeInitiate drinking Initiate Smoking

Number times skippedInitiate sexual activity

Fewer negative peers

School-based program participation vs. self-care and activities

Elementary School Students

Middle School Students

1-year effect

2-year effect

1-year effect

2-year effect

MISCONDUCT

AS Program -.58 -.66 -.32 -.55

Program + activities -.43 -.51 -.31 -.64

WORK HABITS

AS Program .19 .31 .13 .01

Program + activities .08 .35 .23 .06

Days in ESS

Days in OAS

Start Skipping School -.23** -.06

Pay Attention in Class .10* .04

Sense of School Belonging

.10* .05

Sense of Academic Efficacy

.00 .06

Number of Times Home- work was Incomplete

-.07 .12**

Estimated Effects Of School-based And Other After-school Activities On School Outcomes

for ES and MS Students