The DOI matches its Crossref record; 52 of the 52 references it cites were found in a registry or an index.
Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students
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 the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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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Cited by
Sorted by citations
Items 101–103 of 103
Fidelity in After-School Program Intervention Research: A Systematic Review
Maynard, B. R., Peters, K. E., Vaughn, M. G., & Sarteschi, C. M. (2013) · Research on Social Work Practice · doi:10.1177/1049731513491150 · Cited by 30
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Dobbie, W., & Fryer, R. (2009) · doi:10.3386/w15473 · Cited by 299
Metadata
- 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
- Published
- 2006-06
- Volume
- 76
- Issue
- 2
- Pages
- 275-313
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- 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
- Locations
- Review of Educational Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
- Social Sciences › Education › Global Educational Reforms and Inequalities
- Social Sciences › Education › Non-Formal Education and Adult Literacy
- 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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