After-School’s Effect on School Attendance and Other Outcomes by Jean Baldwin Grossman

Why would participation in after school programs affect school day participation?

Causes of The Attendance Problem “Being competent” is a driving developmental need for elementary school (ES) and middle school (MS) students Peer’s opinions and acceptance become more importance In late ES and especially in MS youth start disengaging with things they are less good at and increase their engagement in areas they believe they can be good at

The Attendance Problems Many struggling students develop the attitude that effort is useless, stop trying in school and the cycle worsens Instead many struggling youth turn to develop the competence of “being cool” –Engage in risky behavior –They start skipping school Other poor students (who are not “being cool”) also skip classes more because they don’t think they can be good at it

How AS programs help? They fulfill the need to socialize and get peer attention in a supervised venue It can re-establish the link between effort and results—first in a non-school activity  school Research shows that the more time youth spend truly engaged in challenging activities (as they do in good after school programs) they develops task persistence  persistence in school

They develop strong relationships with pro-social adults (staff and volunteers) –To “have the staff’s respect,” students attend school more –Trusted staff can show youth why school is important –Students adopt more pro-social attitudes How AS programs help?

You have to be at school to attend a school-based program  directly increases attendance School-based programs increase student’s school belonging which increases attendance How school-based programs help?

What have some AS program found? 1.We’ll look at the effect of a community- based program (Boys and Girls Club) 2.We’ll look at the effects of a groups of school-based programs 3.We’ll directly compare school-based vs. community based participation

The Relationship of Attendance in a CB program by MS/HS students to Change in Academic Outcomes Number of times skipping school in past 12 months decreased* School effort increased+ Academic confidence increased* (for youth attending ~1-2/mo over 30 months)

Outcome Average in 6 th or 7 th Grade Change by Level of Attendance 52 Days= ~1-2d./ mo 122 Days= 1x/wk 244 Days= 2x/wk 366 Days= 3x/wk Skipping school in past 12 mo. (0,1,2,3 “4 days or more ” ) School effort ( 1- 4) Academic confidence What effects have been found? Effects on MS/HS youth of Boys and Girls Clubs Attendance over 30 Months

Outcome Minimum Level of Attendance Over 30-Month 52 Days122 Days 244 Days =2x/wk 366 Days School effort Confident in ability Integrity Community service Initiate marijuana Use Future connectedness Shyness Aggression Initiate weapon carrying Stopped by police Initiate drinking Initiate Smoking Number times skipped Initiate sexual activity Fewer negative peers

School-based program participation vs. self-care and activities Elementary School Students Middle School Students 1-year effect 2-year effect 1-year effect 2-year effect MISCONDUCT AS Program Program + activities WORK HABITS AS Program Program + activities

Days in ESS Days in OAS Start Skipping School-.23**-.06 Pay Attention in Class.10*.04 Sense of School Belonging.10*.05 Sense of Academic Efficacy Number of Times Home- work was Incomplete ** Estimated Effects Of School-based And Other After-school Activities On School Outcomes for ES and MS Students