Out-of-School Time Program Effects on Standardized Test Scores During Early Adolescence: A Multilevel Growth Modeling Approach

• In Event: 31.092 - Sheraton Roundtable Session Three - Grand Centre
  In Roundtable Session: 31.092-8 - Educational Effects of Out-of-School Time Learning

Abstract

Recent calls to eliminate the 21st Century Community Learning Centers initiative, the only federal funding designated for out-of-school-time programs, have surfaced due to claimed ineffectiveness. Using Michigan’s statewide data of such initiative, this study employees 3-level growth models to demonstrate how young adolescents’ ELA and Math standardized test scores change in relation to program participation in 2016-17 and the prior two years. The sample includes 9,619 3rd–8th graders from 220 programs, with 74% being racial/ethnic minorities, 84% economically disadvantaged, and 16% English learners. All being equal, results suggest program attendance days were positively associated with math proficiency, and participants tend to achieve higher ELA and Math proficiency levels when programs succeeded in recruiting and retaining low-performing students.

Authors

• Jamie Wu, Michigan State University

• Laurie Van Egeren, Michigan State University

• Nai-Kuan Yang, Michigan State University

• Beth Prince, Michigan State University

• Debbie Stoddard, Michigan State University