There is now strong research evidence that children growing up in economically disadvantaged circumstances are less likely to achieve well at school than their more affluent peers. A recent American study evaluated different kinds of after-school care for impoverished children and found that after-school programs had significant effects on the children’s school achievement.
There is now strong research evidence that children growing up in economically disadvantaged circumstances are less likely to achieve well at school than their more affluent peers. A recent American study evaluated different kinds of after-school care for impoverished children and found that after-school programs had significant effects on the children’s school achievement.
The research (reported in Child Development 76 (4) pp 811-825) looked at four patterns of after-school care: After-School program (ASP), Parent Care, Combined parent/self-sibling care, and combined other adult/self sibling care. The ASPs were carried out in state schools between 3 pm and 6pm. Teachers were supported by adult staff, youth workers and volunteers. Activities included time for snacks, homework, enrichment learning (eg. Computers, musical instruments) supervised recreation (eg. Basketball or board games) and art. All the children who took part were among the most disadvantaged in the city, with 57% living in poverty. The study found that children in ASP care should significantly higher reading achievement at the end of school year than children in all three alternative patterns. These children were also rated by their teachers as having higher expectations of success than the rest. The positive association between ASP care and academically-related outcomes increased with levels of engagement in programme activities.
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