Alison Yin for EdSource Today

A review of 30 studies on later-school and summertime programs beyond the country found mixed results regarding their benefits on educatee academic operation.

Students who were below class level in English gained the most from these programs, according to some of the studies. Middle school students with attending deficit/hyperactivity disorder also improved their social and emotional skills.

Yael Kidron and Jim Lindsay of the American Institutes for Research conducted the comprehensive review, "The effects of increased learning time on pupil academic and nonacademic outcomes: Findings from a meta-analytic review," for the Regional Educational Laboratory of Appalachia. A brief by the authors summarizes their findings.

Although the programs were generally slightly positive for elementary school students' literacy and math accomplishment, the programs at the eye school level had a modest negative consequence on literacy and no discernible effect on math achievement, co-ordinate to some studies.

The modest positive upshot on literacy and math achievement occurred under the post-obit conditions:

  • Certified teachers instructed the students;
  • The lessons were organized and focused with clear learning objectives;
  • Students learned through hands-on activities, project-based learning and field trips.

Across grades Yard-12, many of the programs also had a small but positive effect on bookish motivation, the review plant.

Of 7,000 studies on expanded learning programs identified for possible review, only thirty met the authors' design criteria. One-half of the studies were done in the past five years.

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