Afterschool Alliance. (2004). America after 3 pm: A household survey of afterschool in America
. Retrieved from http://www.afterschoolalliance.org/press_archives/america_3pm/Executive_Summary.pdf
Arbreton, A., Bradshaw, M., Metz, R., & Sheldon, J. (with Pepper, S.). (2008). More time for teens:Understanding teen participation
—frequency, intensity, and duration
—in Boys & Girls Clubs
. Retrieved from http://www.ppv.org/ppv/publications/assets/231_publication.pdf
*Arbreton, A. J. A., Goldsmith, J., & Sheldon, J. (2005). Launching literacy in after
-school programs: Early lessons from the CORAL initiative
. Retrieved from http://www.ppv.org/ppv/publications/assets/192_publication.pdf
*Arbreton, A. J. A., & McClanahan, W. S. (2002). Targeted outreach: Boys and girls clubs of America’s approach to gang prevention and intervention
. Retrieved from http://www.ppv.org/ppv/publications/assets/148_publication.pdf
Arbreton, A., Sheldon, J., Bradshaw, M., & Goldsmith, J. (with Jucovy, L. & Pepper, S.). (2008). Advancing achievement: Findings from an independent evaluation of a major after
Retrieved from http://www.ppv.org/ppv/publications/assets/225_publication.pdf
*Baker, D., & Witt, P. A. (1996). Evaluation of the impact of two after-school programs. Journal of Park and Recreation Administration, 14, 23–44.
Bartko, W. T. (2005). The ABCs of engagement in out-of-school-time programs. New Directions for Youth Development,
Bodilly, S. J., & Beckett, M. K. (2005). Making out
-school time matter: Evidence for an action agenda
(Report No. MG-242-WF). Retrieved from http://rand.org/pubs/monographs/2005/RAND_MG242.pdf
Borden, L. M., Perkins, D. F., Villarruel, F. A., & Stone, M. R. (2005). To participate or not to participate: That is the question. New Directions for Youth Development,
Carver, P. R., & Iruka, I. U. (2006). After
-school programs and activities: 2005
(NCES 2006-076). Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006076
*Center for Prevention Research and Development. (2004). Teen REACH: Annual evaluation report
. Retrieved from http://www.cprd.uiuc.edu/research/highrisk-pubs/TRAnnualReport04.pdf
*Chang-Rios, K. (2007). The relationship between afterschool participation and academic achievement: Does intensity of participation matter? Retrieved from ProQuest Digital dissertations. (AAT 3255073).
*Chappel, L. J. (2004). Building resilience: A study of the academic achievement, school attendance, and self-concept of students in grades 3–5 who participated in a 21st century community learning center’s after-school program. Retrieved from ProQuest Digital Dissertations. (AAT 3129980).
Durlak, J. A., & Weissberg, R. P. (2007). The impact of after
-school programs that promote personal and social skills
. Retrieved from http://www.casel.org/downloads/ASP-Full.pdf
*Dynarski, M., James-Burdumy, M. S., Moore, M., Rosenberg, L., Deke, J., & Mansfield, W. (2004). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers program. New findings
. Retrieved from http://ies.ed.gov/ncee/pdf/20043001.pdf
*Dynarski, M., Moore, M., Mullens, J., Gleason, P., James-Burdumy, S., Rosenberg, L., et al. (2003). When schools stay open late: The national evaluation of the 21st
-Century Community Learning Centers program. First year findings
. Retrieved from http://www.ed.gov/pubs/21cent/firstyear/firstyear.pdf
Eccles, J. S., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press.
*Espino, J., Fabiano, L., & Pearson, L. M. (2004). Citizen Schools: Evidence from two student cohorts on the use of community resources to promote youth development
. Retrieved from http://www.policystudies.com/studies/youth/CS%20Report_8-30-04.pdf
*Fabiano, L., Pearson, L. M., Reisner, E. R., & Williams, I. J. (2006). Preparing students in the middle grades to succeed in high school: Findings from phase IV of the citizen schools evaluation
. Retrieved from http://www.policystudies.com/studies/youth/Citizen%20Schools%20Phase%20IV%20Final%20Report_12-26-06.pdf
*Fabiano, L., Pearson, L. M., & Williams, I. J. (2005). Putting students on a pathway to academic and social success: Phase III findings of the Citizen Schools evaluation
. Retrieved from http://www.policystudies.com/studies/youth/CS%20Phase%20III%202005.pdf
Fiester, L. (with Policy Studies Associates). (2004). Afterschool counts! A guide to issues and strategies for monitoring attendance in afterschool and other youth programs
. New York: The After School Project, Robert Wood Johnson Foundation. Retrieved from http://www.pasesetter.com/documents/pdf/After%20School%20Counts1.pdf
Gambone, M. A., & Arbreton, A. J. A. (1997). Safe havens: The contribution of youth organizations to healthy adolescent development. Philadelphia, PA: Public/Private Ventures.
Glass, G. V. (2000). Meta
-analysis at 25.
Retrieved from http://glass.ed.asu.edu/gene/papers/meta25.html
Goerge, R., Cusick, G. R., Wasserman, M., & Gladden, R. M. (2007). After
-school programs and academic impact: A study of Chicago’s after school matters
(Issue Brief # 112). Retrieved from http://www.chapinhall.org/article_abstract.aspx?ar=1444
*Goldschmidt, P., & Huang, D. (2007). The long
-term effects of after
-school programming on educational adjustment and juvenile crime: A study of the LA’s BEST after
. Retrieved from http://www.lasbest.org/resourcecenter/LASBEST_DOJ_Final%20Report.pdf
Granger, R. C. (2008). After-school programs and academics: Implications for policy, practice, and research. Social Policy Report,
Guavain, M., & Perez, S. M. (2005). Parent-child participation in planning children’s activities outside of school in European American and Latino families. Child Development,
Halpern, R. (2002). A different kind of child development institution: The history of after-school programs for low-income children. Teachers College Record,
Herrera, C., & Arbreton, A. J. A. (2003). Increasing opportunities for older youth in after
. Retrieved from http://www.ppv.org/ppv/publications/assets/146_publication.pdf
*Huang, D., Gribbons, B., Kim, K. S., Lee, C., & Baker, E. L. (2000). A decade of results: The impact of the LA’s BEST after school enrichment program on subsequent student achievement and performance. Los Angeles: UCLA Center for the Study of Evaluation.
*Huang, D., Kim, K. S., Marshall, A., & Pérez, P. (2005). Keeping kids in school: An LA’s BEST example; a study examining the long
-term impact of LA’s BEST on students’ dropout rates
. Retrieved from http://www.lasbest.org/resourcecenter/Keeping_Kids_in_School_Exec_Sum.pdf
*James-Burdumy, S., Dynarski, M., Moore, M., Deke, J., Mansfield, W., & Pistorino, C. (2005). When schools stay open late: The national evaluation of the 21st century community learning centers program. Final report
. Retrieved from http://www.ed.gov/rschstat/eval/other/cclcfinalreport/cclcfinal.pdf
*Jenner, E., & Jenner, L. W. (2007). Results from a first-year evaluation of academic impacts of an after-school program for at-risk students. Journal of Education for Students Placed At Risk, 12, 213–237.
Kane, T. J. (2004). The impact of after
-school programs: Interpreting the results of four recent evaluations
(working paper). Retrieved from http://www.wtgrantfoundation.org/usr_doc/After-school_paper.pdf
Lamdin, D. J. (1996). Evidence of student attendance as an independent variable in education production functions. The Journal of EducationalResearch,
Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. L. (2006). Out-of-school time programs: A meta-analysis of effects for at-risk students. Review of Educational Research,
Lauver, S., Little, P., & Weiss, H. (2004). Moving beyond the barriers: Attracting and sustaining youth participation in out
-school time programs
(Number 6). Retrieved from http://www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief6.html
*Leake, R., & Gardner, V. A. (2006). Denver public schools department of extended learning and community schools: Out
-time evaluation report, 2005
–2006 school year
. Retrieved from http://www.denvergov.org/Portals/391/documents/2005-2006%20DPS%20Report_112896.pdf
*Lodestar Management/Research. (2005). Woodcraft rangers annual evaluation report for 2003
. Retrieved from http://www.lmresearch.com/images/WReport0304.pdf
Mahoney, J. L., Larson, R. W., & Eccles, J. S. (Eds.). (2005). Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Mahwah, NJ: Lawrence Erlbaum Associates.
*Mahoney, J. L., Lord, H., & Carryl, E. (2005b). Afterschool program participation and the development of child obesity and peer acceptance. Applied Developmental Science, 9, 202–215.
*Mahoney, J. L., Lord, H., & Carryl, E. (2005c). An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children. Child Development, 76, 811–825.
*Mahoney, J. L., Parente, M. E., & Lord, H. (2007). After-school program engagement: Links to child competence and program quality and content. The Elementary School Journal, 107, 385–404.
Marsh, H. W., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review,
Metz, R. A., Goldsmith, J., & Arbreton, A. J. A. (2008). Putting it all together: Guiding principles for quality after
-school programs serving preteens.
Retrieved from http://www.ppv.org/ppv/youth/youth_publications.asp?section_id=8#pub234
*Moldow, E. (2007). After-school program activities and academic achievement: A study in one urban K-8 school. Retrieved from ProQuest Digital Dissertations. (AAT 3278159).
Moore, K. A. (2008). Quasi
(Publication #2008-04). Retrieved from http://www.childtrends.org/Files//Child_Trends-2008_01_16_Evaluation6.pdf
*Morrison, G. M., Storino, M. H., Robertson, L. M., Weissglass, T., & Dondero, A. (2000). The protective function of after-school programming and parent education and support for students at risk for substance use. Evaluation and Program Planning, 23, 365–371.
Pearson, L. M., Russell, C. A., & Reisner, E. R. (2007). Evaluation of OST programs for youth: Patterns of youth retention in OST programs, 2005–06 to 2006–07. Retrieved from http://www.policystudies.com/studies/youth/Year%202%20Report.pdf
*Pettit, G. S., Laird, R. D., Bates, J. E., & Dodge, K. A. (1997). Patterns of after school care in middle childhood: Risk factors and developmental outcomes. Merrill-Palmer Quarterly, 43, 515–538.
*Prenovost, J. K. E. (2001). A first-year evaluation of after-school learning programs in four urban middle schools in the Santa Ana Unified School District. Retrieved from ProQuest Digital Dissertations. (AAT 3007008).
Redd, Z., Cochran, S., Hair, E., & Moore, K. (2002). Academic achievement programs and youth development: A synthesis
. Retrieved from www.childtrends.org/what_works/clarkwww/acadach/acadachrpt.pdf
*Reisner, E. R., White, R. N., Russell, C. A., & Birmingham, J. (2004). Building quality, scale and effectiveness in after
-school programs: Summary report of the TASC evaluation
. Retrieved from http://www.policystudies.com/studies/youth/TASC%20Summary%20Report%20Final.pdf
*Riggs, N. R. (2006). After-school program attendance and the social development of rural Latino children of immigrant families. Journal of Community Psychology, 34, 75–87.
*Riggs, N. R., & Greenberg, M. T. (2004). Moderators in the academic development of migrant Latino children attending after-school programs. Journal of Applied Developmental Psychology, 25, 349–367.
Rosenthal, R., & DiMatteo, M. R. (2001). Meta-analysis: Recent developments in quantitative methods for literature reviews. Annual Review of Psychology,
Roth, J. L., & Brooks-Gunn, J. (2003). What exactly is a youth development program? Answers from research and practice. Applied Developmental Science,
Roth, J. L., Malone, L. M., & Brooks-Gunn, J. (2008). Series on time matters in organized activities. New York: National Center for Children and Families, Teachers College, Columbia University.
Search Institute. (2006a). 40 developmental assets for adolescents
. Retrieved from www.search-institute.org/research/40Assest.pdf
Search Institute. (2006b). 40 developmental assets for middle childhood
. Retrieved from www.search-institute.org/research/40AssestMC.pdf
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin Company.
Simpkins, S. C., Little, P. M. D., & Weiss, H. B. (2004). Understanding and measuring attendance in out
-school time programs
(Number 7). Retrieved from http://www.gse.harvard.edu/hfrp/content/projects/afterschool/resources/issuebrief7.pdf
*Texas Education Agency. (2005). 21st Century Community Learning Centers: Evaluation of projects funded during the 2003
–2004 school year
. Retrieved from http://www.tea.state.tx.us/opge/progeval/OutOfSchoolLearning/21cclc_03_04_eval.pdf
*Texas Education Agency. (2007). 21st Century community learning centers: Evaluation of projects funded during the 2004
–2005 school year
. Retrieved from http://www.tea.state.tx.us/opge/progeval/OutOfSchoolLearning/21cclc_02-07_FinalReport.pdf
*Vandell, D. L., Reisner, E. R., Brown, B. B., Dadisman, K., Pierce, K. M., Lee, D., et al. (2005). The study of promising after
-school programs: Examination of intermediate outcomes in year 2
. Retrieved from http://www.wcer.wisc.edu/childcare/pdf/pp/year_2_report_final.pdf
*Vandell, D. L., Reisner, E. R., & Pierce, K. M. (2007). Outcomes linked to high
-quality afterschool programs: Longitudinal findings from the study of promising afterschool programs
. Retrieved from http://www.policystudies.com/studies/youth/Promising%20Programs%20FINAL.pdf
*Vandell, D. L., Reisner, E. R., Pierce, K. M., Brown, B. B., Lee, D., Bolt, D., et al. (2006). The study of promising after
-school programs: Examination of longer term outcomes after two years of program experiences
. Retrieved from http://www.wcer.wisc.edu/childcare/pdf/pp/year_3_report_final.pdf
Vandell, D. L., Shernoff, D. J., Pierce, K. M., Bolt, D. M., Dadisman, K., & Brown, B. B. (2005). Activities, engagement, and emotion in after-school programs (and elsewhere). New Directions for Youth Development,
Van Egeren, L., Wu, H., Hawkins, D., & Sturdevant Reed, C. (2006). Academics, youth development, or both? Activity types make a difference. Paper presented at the biennial meeting of the Society for Research on Adolescence, San Francisco, CA.
*Vanderploeg, J. J. (2005). An after-school program for elementary school aged children: Academic and socio-emotional outcomes. Retrieved from ProQuest Digital Dissertations. (AAT 3193698).
*Walker, K., & Arbreton, A. (2004). After
-school pursuits: An examination of outcomes in the San Francisco Beacon initiative
. Retrieved from http://www.ppv.org/ppv/publications/assets/168_publication.pdf
Weiss, H. B., Little, P. M. D., & Bouffard, S. M. (2005). More than just being there: Balancing the participation equation. New Directions for Youth Development,
Yohalem, N., & Wilson-Ahlstrom, A. (with Fischer, S., & Shinn, M.). (2007). Measuring youth program quality: A guide to assessment tools
. Retrieved from http://www.peecworks.org/PEEC/PEEC_Inst/02F19B46-007EA7AB.0/Yohalem%202007%20Measuring_Youth_Program_Quality.pdf