Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students

Lauer, Patricia A.; Akiba, Motoko; Wilkerson, Stephanie B.; Apthorp, Helen S.; Snow, David; Martin-Glenn, Mya L.

doi:10.3102/00346543076002275

Cited by 579Youth Development and Social SupportGlobal Educational Reforms and InequalitiesEducation and Vocational Training

Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students

Lauer, Patricia A., Akiba, Motoko, Wilkerson, Stephanie B., Apthorp, Helen S., Snow, David, Martin-Glenn, Mya L.·2006·Review of Educational Research

DOI 10.3102/00346543076002275

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Abstract

Schools and districts are adopting out-of-school-time (OST) programs such as after-school programs and summer schools to supplement the education of low-achieving students. However, research has painted a mixed picture of their effectiveness. To clarify OST impacts, this synthesis examined research on OST programs for assisting at-risk students in reading and/or mathematics. Researchers analyzed 35 OST studies that employed control or comparison groups and met other inclusion criteria. Meta-analyses indicated small but statistically significant positive effects of OST on both reading and mathematics student achievement and larger positive effect sizes for programs with specific characteristics such as tutoring in reading. Whether the OST program took place after school or during the summer did not make a difference in effectiveness.

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In a meta-analysis of out of school programs at the K-12 level, the effect size estimate was 0.16 (Lauer et al., 2006), which would bring students who were at the 50th percentile to the 56th percentile.
“In a meta-analysis of out of school programs at the K–12 level, the effect size estimate of out of school programs was 0.16 (Lauer et al., 2006), which would bring students who were at the 50th percentile to the 56th percentile.”
From Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2017) · cites this paper as Lauer et al., 2006
At-risk students may benefit more from after-school programs than other students.
“at-risk students may have more to gain from attending”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Lauer et al. 2006
Lauer et al. (2006) found small but significant impact on reading and math achievement, with one-on-one tutoring having larger effect sizes.
“The review found small but significant impact on both reading and math achievement across studies, with those using one-on-one tutoring to have larger effect sizes.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Lauer et al. 2006
Earlier reviews and primary studies indicate that features of programs and participants could moderate the effects of after-school programs.
“Prior reviews and primary research suggest that program and participant characteristics may moderate effects of after-school programs, such as program quality and characteristics (Simpkins et al. 2004; Lauer et al. 2006; Durlak et al. 2010)”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Lauer et al. 2006

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Mid-continent Research for Education and Learning
Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. L. (2016)
Self-citation
Out-of-School-Time Academic Programs to Improve School Achievement
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An Exploration of Out of School Time Programs Designed for Low-Income Elementary Students in the United States
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Out-of-school-time study programmes: do they work?
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Authors: Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. L.
Affiliations: Rocky Mountain Center for Health Promotion and Education
University of Missouri (US)
Magnolia Consulting, LLC (United States) (US)
McREL International (US)
Billings Public Schools
ORCID: Akiba, Motoko
Venue: Review of Educational Research
Publisher: American Educational Research Association (AERA)
Published: 2006-06
Volume: 76
Issue: 2
Pages: 275-313
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/00346543076002275
OpenAlex: W2097969677
Cited by: 579
References: 52
Citations by year: 2026: 12 · 2025: 21 · 2024: 21 · 2023: 19 · 2022: 24 · 2021: 27 · 2020: 34 · 2019: 30 · 2018: 28 · 2017: 44 · 2016: 35 · 2015: 45 · 2014: 43 · 2013: 37 · 2012: 34
FWCI: 6.42
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Review of Educational Research (publishedVersion)
Topics: Social Sciences › Safety Research › Youth Development and Social Support
Social Sciences › Demography › Global Educational Reforms and Inequalities
Social Sciences › Education › Education and Vocational Training
Keywords: out-of-school time programs, after-school programs, summer school, at-risk students, low-achieving students, reading achievement, mathematics achievement, program effectiveness

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Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students

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