After school programs violence

Her major research interests include school engagement, academic achievement, cognitive development, youth violence, and research with at-risk students. Brandy R. Her major research interests include the etiology and developmental course of academic risk and externalizing behavior problems; evidence-based practice and knowledge translation; and research synthesis and meta-analysis.

Joshua R. His major research interests include systematic review and meta-analytic methods, prevention science, predictive modelling using statistical programs, bullying and disruptive behaviors, and academic achievement. Michael G. Vaughn is a Professor at Saint Louis University. His major research interests include school dropout, antisocial behavior over the life course, cell-to-society approaches to the study of human behavior, youth violence prevention, and drug use epidemiology.

Christine M. Sarteschi is an Assistant Professor at Chatham University. She received her doctorate in Social Work from the University of Pittsburgh. Her major research interests include mental health courts, schizophrenia, incarceration of those with serious mental illness, women and youth offenders, research synthesis and meta-analysis, mass murder, and homicidal ideation.

Electronic supplementary material. The online version of this article doi National Center for Biotechnology Information , U. J Youth Adolesc. Author manuscript; available in PMC Oct 8. Kremer , Brandy R. Maynard , Joshua R. Polanin , Michael G. Vaughn , and Christine M. Author information Copyright and License information Disclaimer. Corresponding author. Kremer: ude. Copyright notice. The publisher's final edited version of this article is available at J Youth Adolesc.

See other articles in PMC that cite the published article. Associated Data Supplementary Materials 1. Abstract The popularity, demand, and increased federal and private funding for after-school programs have resulted in a marked increase in after-school programs over the past two decades.

Keywords: After-school programs, Attendance, Externalizing behaviors, Systematic review, Meta-analysis. Introduction Over the past two decades, the number and types of after-school programs have increased substantially. Purpose of the Present Study This systematic review and meta-analysis aimed to synthesize the available evidence on the effects of after-school programs with at-risk primary and secondary students on school attendance and externalizing behavior outcomes.

Materials and Methods Systematic review methodology was used for all aspects of the search, selection, and coding of studies. Study Eligibility Criteria Experimental and quasi-experimental studies examining the effects of an after-school program on school attendance or externalizing behaviors with at-risk primary or secondary students were included in this review.

Information Sources Several sources were used to identify eligible published and unpublished studies between and May, Study Selection and Data Extraction Titles and abstracts of the studies found through the search procedures were screened for relevance by one author.

Assessing Risk of Bias The extent to which one can draw conclusions about the effects of interventions from a review depends on the extent to which the results from the included studies are valid Higgins et al. Statistical Procedures Several statistical procedures were conducted following recommendations of Pigott Results A total of 2, citations were retrieved from electronic searches of bibliographic databases, with additional citations reviewed from reference lists of prior reviews and studies and website searches.

Open in a separate window. Table 1 Summary of included studies. Frazier et al. Hirsch et al. Roth et al. James-Burdumy et al. LaFrance et al. Lauer et al. Schinke et al. Tebes et al. Weisman et al. Zief et al. Welsh et al. Scott-Little et al. Characteristics of Included Studies and Programs Design Table 2 summarizes the characteristics of the included studies. Table 2 Study and sample characteristics. Participants A total of , students participated in the studies.

Interventions Table 3 summarizes the characteristics of the interventions for the included studies. Table 3 Intervention characteristics. Risk of Bias of Included Studies Overall, there was a high risk of bias across the included studies see Fig.

Table 4 Risk of bias summary table. Table 5 Moderator analyses. Discussion Despite the popularity of after-school programs and the substantial resources being funneled into after-school programs across the United States, surprisingly few rigorous evaluations have been conducted to examine effects of after-school programs on behavior and school attendance outcomes.

Recommendations and Directions for Future Research Although past after-school program reviews have consistently suggested improvements in the rigor of after-school program research, limited progress has been made. Conclusion After-school programs in the United States receive overwhelming positive support and significant resources; however, this review found a lack of evidence of effects of after-school programs on school attendance and externalizing behaviors for at-risk primary and secondary students.

Supplementary Material 1 Click here to view. Footnotes Author contributions KK participated in the conception and design of the study, acquisition of data, and drafting of the manuscript; BM participated in the conception and design of the study, acquisition and analysis of data, and drafting of the manuscript; JP participated in the acquisition and analysis of data and revision of the manuscript; MV participated in the conception and design of the study and revision of the manuscript; CS participated in the acquisition of data and revision of the manuscript.

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The Food and Nutrition Information Center. As summer officially turned to fall this month, almost all states, plus Washington, D. The Department of Education is The bill is progressing on Last week, as students across the country continued to return to in-person learning, new survey data released from AASA — The School Superintendents Association, as well as additional guidance on learning loss recovery from the US Department of Education, suggests there is more work to be Historically the month of August is a slow one in Washington, D.

While the House and Senate are now in a recess for a several weeks, that break did not come before a frenzy of legislative work that is worthy of a recap. In late July, before An advantage of a country made of states, territories, and tribal lands is the amount of innovation across boundaries that can help us learn from one another.

To date, the Department has posted state The plans, which will now be reviewed by the Office of Child Care, go into effect October 1 of this year.

The bills are partisan in nature, and the Committee is unlikely The Afterschool Alliance hosted a webinar series to help programs understand how billions of dollars provided by the American Rescue Plan ARP can be used to support afterschool and summer programs. While funds go directly to education and child care agencies, programs are specifically mentioned With a proven track record for increasing resilience, supporting positive This week the House of Representatives continues the FY appropriations process with multiple subcommittee mark-ups.

While SEAs have until June 7, , to