Five That Work: Quality After-School Programs

Center for Intergenerational Learning (opens in a new window)

Program Description

Across Ages was developed as a school-based, intergenerational approach to stem substance abuse by youth considered vulnerable to such behaviors. Sponsored by Temple University’s Center for Intergenerational Learning (CIL) in Philadelphia, Pennsylvania, the Across Ages program uses older adults as mentors for youth. Originally designed solely as a school-based program for the prevention of substance abuse, the program’s design now uses a wide-ranging prevention strategy suitable for a variety of settings during both school time and out-of-school time. The program targets its supports to five domains: the individual, the family, the school, the peer group and the community. By acting as advocates, challengers, nurturers, role models and friends, older (age 55 and over) mentors help “at-risk” youth develop awareness, self-confidence and skills to help resist drugs and overcome obstacles.

Evaluation

LoSciuto, L., Rajala, A., Townsend, T.N., & Taylor, A.S. (1996). “An outcome evaluation of Across Ages: An intergenerational mentoring approach to drug prevention.” Journal of Adolescent Research, 11, 116-129.

Population (from Evaluation)

562 sixth-graders in Philadelphia from predominantly lower-income families.

Program Goal

Prevent substance abuse.

Core Components

• Intergenerational mentoring
• Life skills curriculum (to promote student stress-management and positive decision-making)
• Community Service-Learning

Program Duration

At least one year.

Program Dosage

At least four hours per week

Evaluation Design

Experimental (two experimental groups and one control group).

Outcomes

• Significantly improved attendance at school
• Lower levels of problem behavior
• Lower levels of alcohol use
• Reduced likelihood for participants to initiate marijuana use
• Increased positive social skills
• Higher involvement in community service
• More positive attitudes toward school
• More positive attitudes toward the future
• Increased knowledge of and more positive attitudes toward older people

Notes

Six-month follow up (after the program) revealed that many beneficial effects related to program participation had dissipated.

Big Brothers Big Sisters (opens in a new window)

Program Description

Founded in 1904, Big Brothers Big Sisters (BBBS) is the oldest and largest youth mentoring organization in the United States. In 2004, the organization served more than 225,000 youth ages 5-18, in 5,000 communities across the country, through a network of 470 agencies. National research has shown that the positive relationships between Big Brothers and Big Sisters and their “Littles” have a direct, measurable and lasting impact on children’s lives. Research and anecdotal evidence show specifically that BBBS’ one-to-one mentoring helps at-risk youth overcome the many challenges they face. Little Brothers and Sisters are less likely to begin using illegal drugs, consume alcohol, skip school and classes, or engage in acts of violence. They have greater self-esteem, confidence in their schoolwork performance, and are able to get along better with their friends and families.

Evaluation

Tierney, J. P., Grossman, J. B. (with Resch, N. L.). (2000). Making a difference: An impact study of Big Brothers Big Sisters. Philadelphia: Public/ Private Ventures.

Population (from Evaluation)

959 10-16 year olds who applied to BB/BS programs in 1992 and 1993 at eight local agencies.

• 93 percent age 10 to 14
• More than 60 percent male
• More then 50 percent minority (and 70 percent of this group African American)

Program Goals (examined in evaluation)

• Reduce antisocial activities
• Improve academic performance, attitudes and behaviors
• Improve family
• Improve peer relationships
• Improve sense of self-esteem
• Increase social and cultural awareness

Core Components

• Standardized mentor recruitment, screening and training
• Youth screening
• Intentional matching (though not nationally standardized)
• Monitoring/supervision of matches
• Case management support, as needed

Program Duration (from evaluation)

12 to 17 months

Program Dosage

Three meetings per month, with four hours per visit (averaging about 144 hours per year).

Evaluation Design

Experimental (data collection at baseline and 18 month follow-up survey of youth and parent; as well as program records)

Outcomes

• Reduced likelihood to initiate drug or alcohol use
• Reduced likelihood to hit someone
• Improved school attendance and performance
• Improved attitudes toward completing schoolwor
• Improved peer and family relationships

Notes

Participants were no more likely to have an improved sense of self-esteem or increased exposure to cultural awareness than control group. Some differences in impacts were apparent according to race and gender. Estimated costs were approximately $1,000 per match for support and supervision (2000 estimate).

Program Description

The purpose of the Howard Street Tutoring Program is to improve reading and reading comprehension skills in low-achieving readers in the second and third grades. Students are tutored for one hour twice each week by university students, retirees and suburban mothers.

Evaluation

Morris, D., Shaw, B., & Perney, J. (1990). Helping low readers in grades 2 and 3: An after-school volunteer tutoring program. The Elementary School Journal, 91(2), 133-150.

Population (from Evaluation)

7- and 8-year-olds with low reading levels, who come from low income families or live in urban settings.

Program Goal

Improve reading/reading comprehension skills.

Core Components

One-on-one tutoring from adult volunteers (trained by reading specialists) with various reading and writing exercises. Tutoring sessions were monitored by the reading specialists.

Program Duration (from evaluation)

7 months of one-on-one tutoring

Program Dosage

Twice a week for one hour per day during the school year, for an average of 50 hours of tutoring per student.

Evaluation Design

Experimental (with random assignment to treatment and control group, with 30 students in the experimental, HST tutoring group and 30 students in the control group).

Outcomes

• Improved word recognition
• Improved reading (while 50 percent of tutored children made a full year’s gain, only 20 percent of the comparison group students made a year’s gain)
• Improved spelling scores

Notes

• As of the late 1980s, estimated program costs (two program supervisors) were about $6,000 per year.
• The program experienced a high attrition rate of about 25 percent due to students and tutors transitioning out of the program.

Louisiana State Youth Opportunities Unlimited (opens in a new window)

Overview

The school-year component of this program is an intense intervention into all aspects of the student’s life, which includes an individualized support system until the student graduates or enters an alternative environment. This support system includes tutoring, exit test preparation, mentoring, personal and family counseling, and weekend retreats on the LSU campus.

The summer component is a 24-hour, seven-days-per-week, six-week summer residential component for middle school/junior high students who are at high risk for dropping out of school. It consists of academics, work, counseling and recreational activities offered in an environment that emphasizes family security and a sense of belonging.

Program Description

Academics, work, counseling and recreational activities offered in an environment that emphasizes family security and a sense of belonging.

Evaluation

Shapiro, J. Z., Gaston, S. N., Hebert, J. C., & Guillot, D. J. (1986). The LSYOU project evaluation. Baton Rouge: College of Education Administrative and Foundational Services, Louisiana State University.

Population (from evaluation)

Disadvantaged middle school and junior high students identified as being at risk of dropping out of school. The treatment group consisted of 94 randomly assigned LSYOU students; the control group was comprised of 51 Summer Youth Employment students.

Program Goal (examined in evaluation)

Dropout prevention

Core Components

• Work experience
• Academic training
• Counseling
• Supportive services
• Recreation
• Health care
• Team support

Program Duration (from evaluation)

LSYOU included a school year component and an intensive six- to eight-week summer residential program.

Program Dosage

• Summer program: 24-hour, seven-days-per-week (focus of the evaluation)
• Dosage during the school year was not specified

Outcomes

• Academic achievement
• Career maturity
• Statistically significant gains in reading comprehension, mathematics comprehension, and mathematics concepts and applications
• Statistically significant gains in decisiveness, involvement, orientation and compromise scales

Notes

Although no statistically significant differences were evident in students’ intentions to remain in and graduate from school, the outcomes evidenced through this evaluation are strongly correlated to successful completion.

Program Description

Teen Outreach Program (TOP) is a school-based, youth development program for young people who are involved in volunteer service within their communities. The program connects the volunteer work to classroom-based, curriculum-guided group discussions on various issues important to young people.

Evaluation

Allen, J.P., Philliber, S., Herrling, S. & Kuperminc, G.P. (1997). Preventing teen pregnancy and academic failure: Experimental evaluation of a developmentally based approach. Child Development, 64(4), 729-742.

See also:Allen, J. P., & Philliber, S. (2001). Who benefits most from a broadly targeted prevention program? Differential efficacy across populations in the Teen Outreach Program. Journal of Community Psychology, 29(6), 637-655.

Population (from Evaluation)

Young people ages 12-17

Program Goals (examined in evaluation)

• Increase academic success
• Decrease teen pregnancy
• Promote positive self-image
• Improve valuable life skills
• Promote establishing future goals

Core Components

• Volunteer service (At least 20 hours per year)
• Weekly group discussion interaction
• Service activities
• Goal-specific classroom activities (such as role-playing and guest speakers), and
• Skills training to promote positive youth development
• Tutoring

Program Duration (from evaluation)

• About nine months
• Participants spent about 45 hours in community service through the program

Program Dosage

• One hour of group discussion per week
• One hour of community service per week

Evaluation Design

Experimental (1997; the 2000 study was quasi-experimental).

Outcomes (1997 report)

• Reduced rates of course failure
• Reduced rates of school failure
• Reduced rates of teen pregnancy

Notes

If schools or community-based organizations contribute staff and time, estimated costs per students can be as low as $100 (with a class of 25).