Deeper_Dive_into_Afterschool

After SchoolMattersAfter-SchoolPrograms andAcademicImpact: Astudy ofChicago’s AfterSchool MattersWisconsin-ExtensionGoerge, R.,Cusick, G.R.,Wasserman,M. andGladden, R.M.Chapin HallCenter forChildren2007QuasiexperimentalLocal Levelcontrolling for key demographicvariables.The evaluation uses a quasiexperimentaldesign, collecting datafrom 24 schools on 20,370 students:17,099 students did not participate inthe program, 1,982 applied to AfterSchool Matters but did not participateand 1,289 participated in the program.Researchers controlled for participantand non-participants’ motivation inschool, educational achievement priorto entering high school, andattendance prior to entering the(p = .094)- ASM students have a greater sense ofbelonging than the control group(p = .182)Behavior:- ASM students are less likely to…..than the control groupo Be suspended from school(p = .046)o Sell drugs (p = .051)o Drink alcohol (p = .066)o Engage in physical fights (p = .094)o Steal more than $50 (p = .170)o Engage in gang activity (p = .2)o Carry a weapon (p = .411)o Use drugs (p = .498)o Steal less than $50 (p = .574)o Engage in risky intercourse(p = .689)Academic:- ASM students have a higher GPAthan the control group (p = .289)- ASM students failed fewer coursesthan the control group (p = .313)School Engagement:- ASM students missed fewer schooldays than non-participants (p = n/a)Academic:- ASM students had a lowerpercentage of failed courses thannon-participants (p = n/a)- Students with very high levels ofparticipation in ASM were 2.7 timemore likely to graduate thanstudents who did not participate inASM (p = n/a)32