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The Impact of After-School Programs That Seek to Promote
Personal and Social Skills Joseph A. Durlak, Loyola University Chicago
Roger P. Weissberg, University of Illinois Chicago & theCollaborative for Academic, Social, and Emotional
Learning (CASEL)
Acknowledgements: W.T. Grant Foundation (Grant #200050496)
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Focus of the Review
• Comprehensive review of current knowledge• 66 After-school Programs with data at post• Program Goals: promoting personal/social skills • Included studies:
– Control group present– Out of school hours– Operate during the school year
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Why This Review is Important
• Prior reviews not focused on personal/social skills
• Large number of programs evaluated
• This is new and up-to-date information
• 60% of program reports appeared > 2000
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Research Questions
• What types of outcomes can after-school programs foster in youth?
• Can we identify the program features that lead to better youth outcomes?
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• Overall, programs are
• Youth benefit in three areas– School performance– Feelings and attitudes– Behavioral adjustment
Findings
effective
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Outcomes and Findings Positive Results for:
• School performance– Academic achievement test scores– School grades– School attendance
• Feelings and attitudes– Self-perceptions – School bonding
• Behavioral adjustment– Positive social behaviors– Problem behaviors– Drug use
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Which programs are effective?
• Programs that used evidence-based skill training approaches were successful in all outcome areas
• Programs that did not use these approaches did not deliver significant benefits to youth in any outcome area
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Effective Programs are S.A.F.E.
• Sequential:
• Active:
• Focused:
• Explicit:
sequenced activities to achieve skills
interactive forms of learning
emphasis on personal or social skills
targeting of specific skills
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Conclusions and Recommendations
• Programs can be effective in multiple ways
• Both program content and process are important for success
• It is not only WHAT YOU DO, but also HOW YOU DO IT that counts– program quality
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Policy Implications
• Findings should reassure those questioning the value of after-school programs
• Important to consider the range of possible program benefits
• Program quality is critical to success • Programs should be accountable for ongoing
assessment & continual improvement of services
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Value-Added Benefits
Outcome area Outcome typeValue added
benefit
Feelings and attitudes
Child self-perceptions
School bonding
43%
30%
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Value-Added Benefits
Outcome area Outcome typeValue added
benefit
Behavioral adjustment
Positive social behaviors
Problem behaviors
Drug use
35%
30%
25%
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Value-Added Benefits
Outcome area Outcome typeValue added
benefit
School Performance
Academic Achievement test scores
School grades
37%
27%
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Additional Information
• For more information, contact [email protected]
• A full report of the findings will be available
• at http://www.casel.org