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Afterschool Programs: Expanding Learning, Reducing Achievement Gaps Afterschool Programs: Expanding Learning, Reducing Achievement Gaps Deborah Lowe Vandell.

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Presentation on theme: "Afterschool Programs: Expanding Learning, Reducing Achievement Gaps Afterschool Programs: Expanding Learning, Reducing Achievement Gaps Deborah Lowe Vandell."— Presentation transcript:

1 Afterschool Programs: Expanding Learning, Reducing Achievement Gaps Afterschool Programs: Expanding Learning, Reducing Achievement Gaps Deborah Lowe Vandell Wisconsin Center for Education Research: Celebrating 50 Years October 20, 2014 Deborah Lowe Vandell Wisconsin Center for Education Research: Celebrating 50 Years October 20, 2014

2 Exciting Times 4.Emerging evidence that early child care and afterschool programs play unique and complementary roles 1.Key ingredients of powerful afterschool programming have been identified 2.Robust short-term effects are well documented 3.Evidence of meaningful long-term outcomes of afterschool programs

3 1. Key Ingredients That Make a Difference Program Quality Key elements: relationships w/ staff; engaging, challenging, interesting activities; choice & voice; relationships with peers Program Intensity Hrs/wk & days/yr Program Duration Sustained participation over time

4 2. Robust Short-Term Effects of High- Quality Programs Study of Promising Afterschool Programs (Vandell, Reisner, Pierce, & Bolt) Phase 1: A 3-year longitudinal study 35 high-quality programs, serving high-poverty communities in 8 states (CA, CT, MI, MT, NY, OR, RI, WI) Includes rural areas, small towns, mid-size cities, large cities 3,000 low-income, ethnically diverse elementary and middle school students

5 Processes and Features Used to Identify High-Quality Programs These processes were assessed using observations, interviews, and survey instruments. Positive social relationships Staff-child relationships Relationships with peers Connections with families and communities Program content and activities Content-based learning opportunities Mix of academic and non-academic skill building activities Encouragement of student engagement Physical/recreation activities Content delivery strategies Structured and unstructured learning opportunities Opportunities for mastery Opportunities for autonomy and choice

6 Findings: Study of Promising Afterschool Programs Program OnlyProgram Plus ONE YEAR OUTCOMES ELEMENTARY SCHOOL ELEMENTARYSCHOOL Work habits.17.36 Misconductreductions.58.43 Math achievement.61 MIDDLESCHOOL MIDDLE SCHOOL Work habits Misconductreductions.32.31 Math achievement

7 Findings: Study of Promising Afterschool Programs Program Only Program Plus ONE YEAR TWO YEARS ONE YEAR TWO YEARS OUTCOMES ELEMENTARY SCHOOL ELEMENTARYSCHOOL Work habits.17.24.36.41 Misconductreductions.58.66.43.51 Math achievement.61.52.73 MIDDLESCHOOL MIDDLE SCHOOL Work habits.20.33 Misconductreductions.32.56.31.67 Math achievement.55.57

8 Meta-Analysis Documenting Short-Term Effects of High- Quality Programs (Durlak, Weissberg, & Pachan) 20 Studies 25 Studies 23 Studies 28 Studies 21 Studies 36 Studies 43 Studies 28 Studies

9 Meta-Analysis Documenting Short-Term Effects of High- Quality Programs (Durlak, Weissberg, & Pachan) 20 Studies 25 Studies 23 Studies 28 Studies 21 Studies 36 Studies 43 Studies 28 Studies

10 Quality of Afterschool Experiences and Changes in Adolescent Development Kataoka & Vandell (2013) Reports by Classroom Teachers

11 3. Cumulative and Long-Term Effects of Afterschool Programs

12 Phase 2: Study of Promising Afterschool Programs (5 years later) Work Habits Task Persistence MisconductGPA School Absences Program attendance days in phase 1 ↗.08 ↘.14

13 Phase 2: Study of Promising Afterschool Programs (5 years later) Work Habits Task Persistence MisconductGPA School Absences Program attendance days in phase 1 ↗.08 ↘.14 Unsupervised time in phase 1 ↘.16↗.13

14 Phase 2: Study of Promising Afterschool Programs (5 years later) Work Habits Task Persistence MisconductGPA School Absences Program attendance days in phase 1 ↗.08 ↘.14 Unsupervised time in phase 1 ↘.16↗.13 ELO phase 2 ↗.19 ↗.16 ↗.10

15 Phase 2: Study of Promising Afterschool Programs (5 years later) Work Habits Task Persistence MisconductGPA School Absences Program attendance days in phase 1 ↗.08 ↘.14 Unsupervised time in phase 1 ↘.16↗.13 ELO phase 2 ↗.19 ↗.16 ↗.10 Unsupervised Phase 2 ↘.13 ↘.17↗.22

16 Study of Early Child Care and Youth Development (SECCYD) Birth cohort (n = 1360, 23% low income; 25% students of color) recruited in 1991; 10 sites Children studied from birth through end-of-high-school Extensive measures of family, early child care, classrooms/schools Measures of out-of-school time collected from kindergarten to end of high school K-12 Extensive measures of child cognitive, academic, social, and behavioral outcomes beginning in infancy through end-of-high- school

17 Consistent Participation in Afterschool Activities Linked to Academic Gains in Elementary School Consistent ParticipationStudent Outcomes Paper 1: Paper 1: K – 1 st (ECCRN, 2004) % epochs G1 Math achievement ↗.25

18 Consistent Participation in Afterschool Activities Linked to Academic Gains in Elementary School Consistent ParticipationStudent Outcomes Paper 1: Paper 1: K – 1 st (ECCRN, 2004) % epochs G1 Math achievement ↗.25 Paper 2: Paper 2: K – 3 rd (Pierce, Auger, % epochs & Vandell, 2014) G3 Academic grades ↗.07 G3 Work habits ↗.09

19 Consistent Participation in Afterschool Activities Linked to Academic Gains in Elementary School Consistent ParticipationStudent Outcomes Paper 1: Paper 1: K – 1 st (ECCRN, 2004) % epochs G1 Math achievement ↗.25 Paper 2: Paper 2: K – 3 rd (Pierce, Auger, % epochs & Vandell, 2014) G3 Academic grades ↗.07 G3 Work habits ↗.09 Paper 2: Paper 2: K – 5 th (Pierce, Auger, % epochs & Vandell, 2014) G5 Academic grades ↗.07 G5 Work habits ↗.11 G5 Math achievement ↗.09

20 Narrowing the math achievement gap in GRADE 3 K-3 Consistent Participation:

21 Narrowing the math achievement gap in GRADE 5 K-3 Consistent Participation:

22 Duncan and Murnane (2011). Whither Opportunity? Increasing Opportunity Gap: Spending on enrichment (1972-2008)

23 SECCYD: Long-term Relations between Quality & Intensity of Afterschool Activities and Adolescent Functioning Grade 6 ActivitiesAge 15 Youth Outcomes Quality of Activities (Li & Vandell 2013) Confident/Assertive ↗.09 Substance use ↘.08 Externalizing problems ↘.06 Internalizing problems ↘.08 Intensity Hours/week (Li & Vandell 2013) Confident/Assertive ↗.08 Higher math achievement ↗.06

24 4. Contrasting the Effects of Early Childhood and Afterschool Programs Historically, ECE and afterschool researchers have worked in their own silos. Separate communities of practice also exist (for the most part) among practitioners and advocates who focus on one developmental period. This needs to change …

25 Examining Long-Term Effects of Both ECE and OST Because of its design, the SECCYD is well suited to assessing BOTH early child care and afterschool experiences. Early Child Care Measures: Quality, Hours, Type Out-of-School Time Measures: Consistent Participation Includes extensive controls for family and school Includes academic and social-behavioral outcomes

26 Making a Case for Early Childhood AND Afterschool Programs Performance at Age 15 Quality of Early Childcare K-5 Consistent Participation Math Achievement ↗.07 Vandell, Pierce, & Auger (2014)

27 Making a Case for Early Childhood AND Afterschool Programs Performance at Age 15 Quality of Early Childcare K-5 Consistent Participation Math Achievement ↗.07 Reading Comprehension ↗.08 Vandell, Pierce, & Auger (2014)

28 Making a Case for Early Childhood AND Afterschool Programs Performance at Age 15 Quality of Early Childcare K-5 Consistent Participation Math Achievement ↗.07 Reading Comprehension ↗.08 Impulse Control ↗.12 Vandell, Pierce, & Auger (2014)

29 Making a Case for Early Childhood AND Afterschool Programs Performance at Age 15 Quality of Early Childcare K-5 Consistent Participation Math Achievement ↗.07 Reading Comprehension ↗.08 Impulse Control ↗.12 Assertive/Confident ↗.11 Vandell, Pierce, & Auger (2014)

30 Final Reflections Early childhood and afterschool programs both play important roles in children’s development and both are needed. Unprecedented opportunities for afterschool programs to make a difference Afterschool programs are linked to a wide array of academic, social, and behavioral outcomes For these benefits to be realized, activities have to be of high quality, of sufficient intensity, and sustained over time. Critical to expand access for low-income youth who are less likely to have access to programs and who may most benefit from these programs

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