There is growing interest in engagement as a construct central to explaining why some participants benefit more than others in a wide range of learning environments. This panel focused on engagement in after-school programs. The panel included five presentations that explored engagement from a variety of orientations.
Elizabeth Reisner presented findings from research that identified characteristics of youth participants and out-of-school time programs associated with program retention from one year to the next. Reisner examined participation rates in after-school programs supported by New York City’s Out-of-School Time Programs for Youth (OST) initiative during the 2005-06 and 2006-07 school years. Reisner found the highest retention rates in elementary-grade programs, center-based (rather than school-based) programs, and programs with summer components. Programs with higher rates of youth retention paid their program directors higher salaries and employed program directors with more advanced educational credentials. Programs with higher youth retention were also more likely to include a parent liaison on staff, especially a volunteer parent liaison. Youth in high retention programs were more likely to serve youth who reported a greater sense of belonging and more positive interactions with program staff. Finally, Reisner reported that programs with high youth retention most often had a strong academic or arts focus, and offered activities intended to improve participants’ academic performance through enrichment activities that included active, hands-on learning experiences.
Elizabeth Reisner, Using Participant Engagement to Reflect on Program Quality
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Lee Pearson, Christina Russell, and Elizabeth Reisner: Evaluation of OST Programs for Youth: Patterns of Youth Retention in OST Programs, 2005-06 to 2006-07
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Jean Grossman discussed findings from a study that examines aspects of after-school activities, such as staff behaviors and activity structure, which lead youth to be highly engaged. The specific staff and activity qualities considered by the study included: 1) characteristics of adult support; 2) characteristics of group behavioral management; 3) the type of peer interactions that takes place; and 4) opportunities for youth input and choice. Grossman concluded that the two most important things staff can do to promote engagement and perceived learning are to effectively manage groups in ways that ensure youth feel respected by adults and other youth, and to positively support youth and their learning process.
Jean Grossman, What Makes for an Engaging Learning Activity?
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Jean Grossman, Margo Campbell and Becca Raley: Quality Time After School: What Instructors Can Do to Enhance Learning
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Gil Noam gave an overview of one research program The Program in Education, Afterschool & Resiliency (PEAR) at Harvard University is engaged in. First, Noam discussed the New 3Rs (Reading, Resiliency, and Relationships), a program and research study which examines whether the addition of resilience and relationship building skills influences child outcomes in an after-school cognitive-based literacy program for third through fifth grade students. Next, Noam described a National Science Foundation-funded research project conducted with the Exploratorium and the Lawrence Hall of Science that examines the nature of informal science in after-school programs throughout the country. Survey data was collected from 1400 program across the country, an interview phase with program directors is currently under way. In addition, in-depth case study research has just begun. Noam concluded with a discussion of PEAR’s study of summer programs that promote science learning for urban youth. The team has found that science is seen as promoting youth engagement and learning. A majority of programs developing their own curriculum and the role of science museums continues to be small. The study is ongoing and results will be available in the summer of 2008.
The Program in Education, Afterschool & Resiliency
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Sam Whalen discussed a model for conceptualizing participation in out-of-school time programs that includes four phases: 1) Recruitment, 2) Induction, 3) Retention, and Planning. Whalen discussed findings from a study that examines individual, group, and contextual factors that impact participation in OST programs at these various phases. Whalen concludes there is considerable evidence that certain policies and practices limit participation of students from stressed families. They include: 1) requirements for written consent; 2) first come/first served registration, 3) enrollment limits (i.e. funding, space, and staff), 4) pressures to maintain order in OST settings, 5) perceived trade-offs of quality v. quantity, and 5) carry over of daytime discipline practices to OST.
Sam Whalen, Selection Factors in Student Participation in OST Programs: A Process Perspective
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Dana Fusco’s presentation explored the question of whether developmental opportunities afforded by youth programs are equally available for various participant subgroups. Fusco concludes that after-school programs offer more developmental opportunities to students than day-school education as measured by the Developmental Opportunities Scale. Moreover, Fusco found that although boys report fewer developmental opportunities during the school day than girls, boys and girls report essentially equal numbers of developmental opportunities in after-school programs. In addition, boys rated their relationships with after-school staff more positively than they did their school day teachers, while girls rated their teachers and after-school instructors equally.
Dana Fusco, School or Afterschool? Equitable Opportunities to Develop
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Dana Fusco, Quality Youth Programs
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