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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
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
Citations
Cites
Statistical power analysis for the behavioral sciences
Cohen, J. (1990) · Computers Environment and Urban Systems · doi:10.1016/0198-9715(90)90050-4 · Cited by 65,417
Statistical Power Analysis for the Behavioral Sciences (2nd ed.).
Lachenbruch, P. A., & Cohen, J. (1989) · Journal of the American Statistical Association · doi:10.2307/2290095 · Cited by 37,421
Statistical Power Analysis for the Behavioral Sciences
Cohen, J. (2013) · doi:10.4324/9780203771587 · Cited by 25,373
From dissertation abstracts international
(1974) · ACM SIGGRAPH Computer Graphics · doi:10.1145/988616.988619 · Cited by 12,208
Wasserman, S. S., Hedges, L. V., & Olkin, I. (1988) · Journal of Educational Statistics · doi:10.2307/1164953 · Cited by 10,377
(2000) · Cited by 9,198
Statistical Methods for Meta-Analysis.
Freeman, P. R., Hedges, L. V., & Olkin, I. (1986) · Biometrics · doi:10.2307/2531069 · Cited by 4,840
Meta-Analytic Procedures for Social Research
Rosenthal, R. (1991) · doi:10.4135/9781412984997 · Cited by 4,635
Meta-Analytic Procedures for Social Research.
Metcalfe, A., & Rosenthal, R. (1994) · Journal of the Royal Statistical Society Series D (The Statistician) · doi:10.2307/2348600 · Cited by 4,249
The Handbook of Research Synthesis.
Howel, D., Cooper, H., & Hedges, L. V. (1995) · Biometrics · doi:10.2307/2533295 · Cited by 3,657
Shipley, S. D., & Shipley, S. D. (2007) · Springer eBooks · doi:10.1007/978-1-84628-317-8_10 · Cited by 2,384
Lipsey, M. W., & Wilson, D. B. (1993) · American Psychologist · doi:10.1037/0003-066x.48.12.1181 · Cited by 2,033
Estimation of a Single Effect Size: Parametric and Nonparametric Methods
Hedges, L. V., & Olkin, I. (1985) · Statistical Methods for Meta-Analysis · doi:10.1016/b978-0-08-057065-5.50010-5 · Cited by 983
Within-Class Grouping: A Meta-Analysis
Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996) · Review of Educational Research · doi:10.3102/00346543066004423 · Cited by 786
Elbaum, B., Vaughn, S., Tejero Hughes, M., & Watson Moody, S. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.4.605 · Cited by 564
Making the most of summer school: a meta-analytic and narrative review.
Cooper, H., Charlton, K., Valentine, J. C., & Muhlenbruck, L. (2000) · PubMed · Cited by 317
Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review
Blok, H., Oostdam, R., Otter, M. E., & Overmaat, M. (2002) · Review of Educational Research · doi:10.3102/00346543072001101 · Cited by 305
What Works for Students at Risk: A Research Synthesis.
Slavin, R. E., & Madden, N. A. (1989) · Educational leadership · Cited by 214
Halpern, R. (2002) · Teachers College Record The Voice of Scholarship in Education · doi:10.1111/1467-9620.00160 · Cited by 201
James‐Burdumy, S., Dynarski, M., Moore, M. T., Deke, J., Mansfield, W., Pistorino, C., & Warner, E. A. K. (2005) · Mathematica Policy Research Reports · Cited by 168
Scott-Little, C., Hamann, M. S., & Jurs, S. G. (2002) · American Journal of Evaluation · doi:10.1016/s1098-2140(02)00234-5 · Cited by 166
Scott-Little, C., Hamann, M. S., & Jurs, S. G. (2002) · American Journal of Evaluation · doi:10.1177/109821400202300403 · Cited by 166
When Homework is not Home Work: After-School Programs for Homework Assistance
Cosden, M., Morrison, G. M., Albanese, A. L., & Macias, S. (2001) · Educational Psychologist · doi:10.1207/s15326985ep3603_6 · Cited by 147
Title I and Student Achievement: A Meta-Analysis of Federal Evaluation Results
Borman, G. D., & D’Agostino, J. V. (1996) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737018004309 · Cited by 134
Helping Low Readers in Grades 2 and 3: An After-School Volunteer Tutoring Program
Morris, D., Shaw, B., & Perney, J. (1990) · The Elementary School Journal · doi:10.1086/461642 · Cited by 109
Should We Lengthen the School Term?
Karweit, N. L. (1985) · Educational Researcher · doi:10.3102/0013189x014006009 · Cited by 103
Pastor, M., & Mollenkopf, J. H. (2016) · Cornell University Press eBooks · doi:10.7591/cornell/9781501702662.003.0010 · Cited by 94
Cooper, H., Charlton, K., Valentine, J. C., & Muhlenbruck, L. (2000) · Monographs of the Society for Research in Child Development · doi:10.1111/1540-5834.00059 · Cited by 93
Review of Extended-Day and After-School Programs and Their Effectiveness. Report No. 24.
Fashola, O. S. (1998) · Cited by 80
Dynarski, M., Moore, M. T., Mullens, J. E., Gleason, P., James‐Burdumy, S., Rosenberg, L., Pistorino, C., Silva, T., Deke, J., Mansfield, W., et al. (2003) · RePEc: Research Papers in Economics · Cited by 59
Halpern, R. (2002) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810210400203 · Cited by 58
Building Effective Afterschool Programs
Fashola, O. S. (2001) · Medical Entomology and Zoology · Cited by 42
After-School Programs Are Making a Difference
Kugler, M. R. (2001) · NASSP Bulletin · doi:10.1177/019263650108562601 · Cited by 38
Evaluation of the Impact of Two After-School Programs
Baker, D. A., & Witt, P. A. (1996) · Journal of Park and Recreation Administration · Cited by 36
The project of learning from the inner-city youth perspective
Heath, S. B. (1994) · New Directions for Child and Adolescent Development · doi:10.1002/cd.23219946305 · Cited by 35
Academic Achievement Programs and Youth Development: A Synthesis
Redd, Z., Cochran, S., & Hair, E. C. (2002) · PsycEXTRA Dataset · doi:10.1037/e315372004-001 · Cited by 34
Challenges and Opportunities in After-School Programs: Lessons for Policymakers and Funders.
Grossman, J. B., Walker, K., & Raley, R. (2001) · Issue Lab (Candid) · Cited by 33
Helping At-Risk Students Meet Standards: A Synthesis of Evidence-Based Classroom Practices.
Barley, Z. A., Lauer, P. A., Arens, S. A., Apthorp, H. S., Englert, K., Snow, D., & Akiba, M. (2002) · Cited by 33
Self-citationAn afterschool intervention program for educationally disadvantaged young children
Bergin, D. A., Hudson, L. M., Chryst, C. F., & Resetar, M. (1992) · The Urban Review · doi:10.1007/bf01108493 · Cited by 31
Luftig, R. L. (2003) · Reading Research and Instruction · doi:10.1080/19388070309558393 · Cited by 24
Valentine, J., & Cooper, H. (2003) · DukeSpace (Duke University) · Cited by 24
After-School Programs for Adolescents
de Kanter, A. (2001) · NASSP Bulletin · doi:10.1177/019263650108562602 · Cited by 21
The Literature Project: Using Literature to Improve the Self-Concept of At-Risk Adolescent Females.
Miller, D. E. (1993) · The Journal of Reading · Cited by 18
McComb, E. M., & Scott-Little, C. (2003) · Cited by 13
Literacy: Exploring Strategies To Enhance Learning in After-School Programs.
Hynes, K., O’Connor, S. M., & Chung, A. (1999) · Cited by 4
The Effectiveness of the Wake Summerbridge Summer Enrichment Program. Eye on Evaluation. E&R Report.
Harlow, K., & Baenen, N. (2001) · Cited by 4
Instruction and Student Achievement in a Summer School Mathematics Program.
Zia, B., Larson, J. C., & Mostow, A. J. (1999) · Cited by 4
Advanced-Skill Instruction in Chapter 1 Summer Programs and Student Achievement.
D’Agostino, J. V., & Hiestand, N. I. (1995) · Cited by 4
Summer Training and Education Program (STEP). Report on the 1985 Summer Experience.
Branch, A. Y. (1986) · Cited by 3
Raivetz, M. J., & Bousquet, R. J. (1987) · Cited by 3
Ascher, C. (1988) · Cited by 2
Research works printed but not linked: 40
- *Baker D, 1996, Journal of Park and Recreation Administration, 14, 23
- *Borman GD, 2002, Randomized evaluation of a multi-year summer program: Teach Baltimore: Year 3 report, Draft
- Cooper H, 1998, Synthesizing research
- *D'Agostino J, 1995, Paper presented at the annual meeting of the American Educational Research Association
- Fashola OS, 1998, Review of extended-day and after-school programs and their effectiveness
- *Finch CE, 1997, Dissertation Abstracts International, 58, 08A
- *Foley EM, 2001, Preliminary analysis of virtual after-school program participants' patterns of school attendance and academic performance
- *Gentilcore JC, 2002, Dissertation Abstracts International, 63, 06A
- *Hausner MEI, 2000, Paper presented at the annual meeting of the American Educational Research Association
- *Hink JJ, 1986, Dissertation Abstracts International, 47, 04A
- *Howes M, 1989, Dissertation Abstracts International, 51, 01A
- Huang D, 2000, A decade of results: The impact of the LA's Best After School Enrichment Initiative on subsequent student achievement and performance
- *Kociemba GD, 1995, Dissertation Abstracts International, 56, 05A
- *LeBoff BA, 1995, Dissertation Abstracts International, 56, 10A
- *Legro DL, 1990, Dissertation Abstracts International, 52, 02A
- *Leslie AVL, 1998, Dissertation Abstracts International, 59, 06A
- *Levinson JL, 2002, Paper presented at the annual meeting of the American Educational Research Association
- *Luftig RL, 2003, Paper presented at the annual meeting of the American Educational Research Association
- McComb EM, 2003, After-school programs: Evaluations and outcomes
- *McKinney AD, 1995, Dissertation Abstracts International, 56, 06A
- *McMillan JH, 2002, Paper presented at the annual meeting of the American Educational Research Association
- Miller BM, 2003, Critical hours: Afterschool programs and educational success
- Miller DE, 1993, Journal of Reading, 36, 442
- *Mooney C, 1986, The effects of peer tutoring on student achievement
- National Institute on Out-of-School Time, 2003, Making the case: A fact sheet on children and youth in out-of-school time
- Policy Studies Associates, 1995, Extending the learning time for disadvantaged students: An idea book: Vol. 1. Summary of promising practices
- *Prenovost JKE, 2001, Dissertation Abstracts International, 62, 03A
- *Raivetz MJ, 1987, Paper presented at the annual meeting of the American Educational Research Association
- *Reed GW, 2001, Dissertation Abstracts International, 62, 05A
- *Rembert WI, 1986, College Student Journal, 20, 374
- *Riley AHJ, 1997, Dissertation Abstracts International, 58, 06A
- *Ross SM, 1996, Evaluation of the extended-day tutoring program in Memphis county schools: Final report to CRESPAR
- *Schacter J, 2001, Reducing social inequality in elementary school reading achievement: Establishing summer literacy day camps for disadvantaged children
- Shadish WR, 2002, Experimental and quasi-experimental designs for causal inference
- *Smeallie JE, 1997, Dissertation Abstracts International, 58, 06A
- Valentine JC, 2003, What Works Clearinghouse Study Design and Implementation Assessment Device(Version 0.6)
- *Ward MS, 1989, Paper presented at the annual meeting of the American Educational Research Association
- *Weber EL, 1996, Dissertation Abstracts International, 57, 05A
- *Welsh ME, 2002, Promoting learning and school attendance through after-school programs: Student-level changes in educational performance across TASC's first three years
- *Zia B, 1999, ERS Spectrum, 17, 39
Cited by
Sorted by citations
Implications for educational practice of the science of learning and development
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020) · Applied Developmental Science · doi:10.1080/10888691.2018.1537791 · Cited by 2,733
“Other reviews show similar effects (McCombs et al., 2011), and a review of effects for “at-risk” students found stronger outcomes for longer programs and those with both social and academic foci than for those that were academic alone (Lauer et al., 2006).”
BackgroundResultWhither opportunity?: rising inequality, schools, and children's life chances
(2012) · Choice Reviews Online · doi:10.5860/choice.49-5804 · Cited by 1,745
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010) · American Journal of Community Psychology · doi:10.1007/s10464-010-9300-6 · Cited by 1,216
Beyond Risk and Protective Factors: An Adaptation-Based Approach to Resilience
Ellis, B. J., Bianchi, J., Griskevicius, V., & Frankenhuis, W. E. (2017) · Perspectives on Psychological Science · doi:10.1177/1745691617693054 · Cited by 504
The Impact of After-School Programs that Promote Personal and Social Skills.
Durlak, J. A., & Weissberg, R. P. (2007) · Issue Lab (Candid) · Cited by 415
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
