FINAL REPORT: After-School Programs as a Support to Academic Achievement

Quality after-school programs by using the positive youth development approach can provide the support and opportunity for young people to succeed both developmentally and academically

Today, over 10,000 youth in Austin are involved in different afterschool programs organized by schools, local youth organizations, community based organizations, churches, etc.  Despite the variety of program types and models, there are some characteristics and qualities of after-school programs which help them have a great impact on academic achievement of kids.

Impact on Academic Achievement

Research shows that participation in after-school programs leads to better school attendance, more positive attitude towards school work, higher aspirations for college, improved work habits, better interpersonal skills, lower drop out rates, higher quality homework completion, less time spent in unhealthy behaviors, and improved grades.  Developmental psychologists now indicate that social and emotional development that youth receive through participation in an after-school program is linked to academic success in youth.

Assets and Risks

It is understood that one needs skills, knowledge, and a variety of other personal and social assets to function well during adolescence and adulthood. In 2002 the National Research Council and the Institute of Medicine jointly produced a list of 28 personal and social assets grouped into four developmental domains: physical, intellectual, psychological and emotional, and social development.  Individuals have different combinations of these assets; having more assets is better than having few. However, there are also risk factors that can lead to a youth’s poor school and developmental outcomes including cognitive deficits, behavior and adjustment problems, and psychological problems. Such risk factors include:

• Living in families where no parent has full-time, year-round employment

• Living in single-parent families

• Living with a household head who is a high school dropout

• Living in low-income working families

• Living in a household without a telephone

• Living in a household without a vehicle

• Have difficulty speaking English

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Any of these factors in combination or alone can limit children’s ability to perform in school and develop the emotional and social competence to transition successfully through adolescence.  

Role of an After-School Program

By promoting positive youth development, after-school programs play an important role in helping youth overcome some of these risk factors and critical barriers to academic learning and personal well being.  To be successful in learning and developing, young people need safe, structured places and access to basic services. They need high quality instruction. But they also need personal attention; strong, respectful relationships with adults; peer support, clear rules, high expectations and real assessments; and challenging experiences and opportunities for self-direction, participation and contribution within the organization and the community.  Ensuring that these features exist in after school programs is no easy task.  And while some after-school programs may focus on delivering only several of these key elements, it is critical that programs be aware of the full range of key elements and ensure that at the very least, they do no harm in each of these areas.  

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Program example: Keepin’ It Real

• Basic care and services
• Caring relationships
• Relevant, challenging experiences
• High expectations and standards
• Opportunities for choice and contribution
• High-quality instruction

What does it take to create after school programs with the elements described above – programs that support youth development and learning in settings where young people consistently experience the supports and opportunities they need during the out-of-school hours?   Important answers can be found at the program level. Programs face the challenges of ensuring quality and continuity of supports, building staff and organizational capacity, maintaining adequate and sufficient resources, and gaining public support. There are also significant citywide challenges related to building quality and continuity, developing resources, and creating a climate where investments in high-quality afterschool programs are adequate and sustained. Creating such a climate means nurturing broad public understanding and appreciation of all the benefits and possibilities of a youth development approach.

Other points to cover:

• challenges to creating a successful PYD program
• best practices
• recommendatons to ALA