26.066 - Measuring Change in Achievement and Social-Emotional Growth Among After-School Participants in the United States and the United Kingdom

Session Type: Symposium

Abstract

The objective of this session is to present papers that respond to the concerns of reviews of afterschool research (such as the National Academy of Sciences and the Welcome Trust) by contributing good examples of ongoing research about afterschool learning of science. The session will include five different research approaches to measuring inputs and outputs of afterschool programs in the US and UK. The papers will address the question of what students should be expected to gain from attending organized after school programs by presenting theoretical models for understanding the organizational structures for afterschool in the US and the motivations of attendees that draw on research from youth development, social psychological theory, psychometrics and educational practices.

Sub Unit

• SIG-Out-of-School Time

Chair

• Gil G. Noam, Harvard University

Papers

• Outside-School Time Relationship to Cognitive Achievement and Noncognitive Proclivities in Two Countries - Larry E. Suter, University of Michigan - Ann Arbor

• The Relationship Between Quality of STEM Activities and Student Outcomes in After-School Programs - Gil G. Noam, Harvard University; Ashima Mathur Shah, Harvard University

• The Activation Approach: Can Out-of-School-Time STEM Learning Experiences Position Youth for Future Science Success? - Rena Dorph, University of California - Berkeley; Matthew A. Cannady, University of California - Berkeley; Ardice Hartry, University of California - Berkeley

• Exploring After-School Science Offerings and External Partnership - Ann House, SRI International; Patrik Lundh, SRI International

Discussants

• Michael Jonathan Reiss, Institute of Education - London

• Justin Dillon, University of Bristol