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In this study, we examined the development of mathematics achievement in children attending extracurricular activities intensively in comparison with the development in a control group of children attending only the obligatory hours of school instruction. In addition, we investigated the question of possible effects of intensity of attendance and quality of extracurricular activities on achievement in students attending extracurricular activities from the end of Grade 1 to the end of Grade 3. This was a longitudinal study of a sample of N = 295 students in the first years of school at 35 primary schools in the German-speaking part of Switzerland. The results show that attendance in extracurricular activities had a positive effect on the development of students' achievement. Students who attended extracurricular activities intensively in Grade 1, students who attended high-quality extracurricular activities, and especially those who did both, had greater improvement.

Introduction to the Main Topic

Using quantitative data from school principals (SPs) and after-school program directors (ASDs) in 37 primary schools and after-school programs (ASPs) in Switzerland, this study examines the Perceived Professional Culture of Collaboration (PPCoC) as an aspect of school culture and professionalism of educational staff. The group comparisons confirm that the ASDs and SPs significantly differ on how they rate the PPCoC, even if they belong to the same school context. However, this study did not find significant group differences on the goals which the two leaders associate with the development of the ASP. Regression analyses indicate that having written guidelines focused on collaboration is the strongest predictor of a positive rating of the PPCoC for both leaders. PPCoC ratings for ASDs were additionally linked to their individual goals towards ASPs. Finally, this study points out that organizational attributes and individual goals are connected to the development of a shared attitude towards collaboration (PPCoC) as an important aspect of the quantity and quality of ASP development, as a means to define the goals and professionalize ASP practice.

So far, empirical evidence regarding the effects of extended education on externalizing behavior is mixed. To explore possible moderators, multilevel-analyses were conducted in a longitudinal sample of 492 students from 51 all-day schools in Switzerland. No main effects of utilization intensity, interaction quality and externalizing behavior in peers on the development of externalizing behavior from grade 1 to grade 2 were found. However, the relationship between utilization intensity and change in externalizing behavior was moderated by externalizing behavior in peers and by caregiver-student interactions. Subsequent analyses display a complex pattern of these cross-level interactions, indicating confounding characteristics. Implications for future research are discussed.