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An abstract of “An Ecological Analysis of After-School Program Participation on the Development of Academic Performance and Motivational Attributes for Disadvantaged Children” is available from Blackwell Synergy.
After-school programs for children from low-income families can significantly improve the children’s performance in school, concludes a study by researchers from Yale University and New York University.
Published in the July/August issue of the journal Child Development, the study found that over time, students in these programs were reading at a higher level than their peers in any other type of after-school care, such as being in the care of relatives or babysitters or spending time alone.
The study focuses on 599 ethnically diverse children, ages 6-10, who were enrolled in three schools in a disadvantaged Northeastern city. The researchers were led by Joseph L. Mahoney, an associate professor of psychology at Yale.
