Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

The non-family-related activities that some of the dropouts participated in were dance clubs ororganized sports clubs where they would practice the same routine for one, two, or three hourseach day. At least for the dropouts in this category, these other after-school activities tookprecedence over the ASP. These structured monotonous activities were simply more “fun” and“interesting” than the unstructured, monotonous activities offered at the ASP. Again, it may bebeneficial for program implementers to offer a narrow set of gender- and age-specific activitieswith clearly stated purposes and goals. This may decrease the number of students in aparticular ASP, but help increase retention and engagement rates at the ASP. Tied closely tothis issue is the fourth highest reason for non-participation: program length. When studentsare bored and uninterested, program length becomes a problem. When students are engagedand excited to be present, program length is less of a problem.Eighteen percent of the dropouts in this study cited family-related after-school activities as abarrier to participation. Some students routinely watched their siblings after school, performedbasic household chores, and/or spent time with a parent in a different household after school.For program implementers, these family-related after-school activities may be harder obstaclesto overcome. However, when program implementers have some knowledge about anadolescent’s commitments outside of the program, it should help them design programs thatwork around an adolescent’s schedule. For example, some ASPs use “drop in” programs andactivities with flexible schedules as recruitment and retention strategies for older youth whomay have more demands on their time.Finally, from this research, there is no indication that students were unwilling to participate inthe academically-oriented activities at the ASP. Even the students who claimed that theacademically-oriented components of the ASP were “boring,” cited a few other reasons such asinvolvement in “other after-school activities” as the main barrier to participation. However, thisstudy did find that some dropouts felt that there was a lack of quality academic help. Theresults imply that it is imperative that tutors, program staff, and helpers be knowledgeable inthe student’s coursework, especially in the particularly difficult areas of math, reading, andlanguage arts. It may be beneficial to do one of two things: either conduct an assessment ofthe student’s math, reading, history, language arts (and other subjects) skills and find outwhere the majority of the students are struggling, or access their student records in order todetermine the areas that need improvement. Perhaps this manner of addressing academicconcerns will help program implementers in the hiring process and help give students the toolsthey need to improve their academic skills and further their academic success.Recommendations for Future StudiesFuture studies may want to take into consideration the challenges recognized in this study asthey seek to develop after-school programming that suits the unpredictable needs of studentsand their families.