School vs. Afterschool: A Study of Equity in Supporting Children's Development

Getting Them There, Keeping Them There: Benefits of an Extended School Day Program for High School Students

“…Some research suggests that the OST learning context can give students, especially those who feel marginalized or otherwise find it difficult to engage in a regular school day (e.g., students at risk of academic failure), opportunities to interact with learning materials and teachers in a different way (Fusco, 2008). At least one study has shown that participation in expanded high school day services contributes to higher scores in reading and on math tests (Reisner et al, 2004), but other studies have reported that OST programs have little effect on achievement (e.g., Myers & Schirm, 1997).…”

“…The credits outcome was a count of the total number of high school credits earned betweenSeptember 1, 2007 and August 31, 2008(2007-2008 andSeptember 1, 2008 and August 31, 2009(2008. High school credit hours for both the 2007-2008 and the 2008-2009 school years were available from 432 (98%) SUN students and 471 (94%) comparison-group students.…”

Integrating Social and Emotional Learning: Creating Space for Afterschool Educator Expertise

“…For example, school-based research shows that educators can set expectations for children to use respectful language and show empathy (Bradshaw et al, 2008; Thapa et al, 2012). Afterschool educators might create a “safe space” by allowing mistakes and reinforcing group norms so that all children feel respected and psychologically safe (Eccles & Gootman, 2002; Fusco, 2007; J. N. Jones & Deutsch, 2011; Pierce et al, 1999 Smith et al, 2016; Wanless, 2016).…”