Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review.
J Public Health Manag Pract
; 21(6): 594-608, 2015.
Article
em En
| MEDLINE
| ID: mdl-26062096
ABSTRACT
CONTEXT Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education. OBJECTIVE:
This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity.DESIGN:
Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985-2003) was supplemented with a Community Guide update (search period 2003-2011). MAIN OUTCOMEMEASURE:
Standardized mean difference.RESULTS:
Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes.CONCLUSIONS:
OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs.
Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Instituições Acadêmicas
/
Ensino
/
Fatores de Tempo
/
Escolaridade
/
Aprendizagem
País/Região como assunto:
America do norte
Idioma:
En
Ano de publicação:
2015
Tipo de documento:
Article