Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review
- Forfatter(e)
- Knopf, J. A. Hahn, R. A. Proia, K. K. Truman, B. I. Johnson, R. I. Muntaner, C. Fielding, J. E. Jones, C. P. Fullilove, M. T. Hunt, P. C. Qu, S. Chattopadhyay, S. K. Milstein, B. The Community Preventive Services Task Force
- År
- 2015
- Sider
- 594-608
- Kategori(er)
- Skoleprestasjoner Etniske minoriteter
- Tiltakstype(r)
- Tiltak i nærmiljøet/infrastruktur (ungdomsklubber, frivillig arbeid, etterskoletilbud, veier, parker)
- Abstract
CONTEXT: Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education.
OBJECTIVE: This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity.
DESIGN: Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985-2003) was supplemented with a Community Guide update (search period 2003-2011).
MAIN OUTCOME MEASURE: Standardized mean difference:
RESULTS: Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes.
CONCLUSIONS: OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs.