In a meta-analysis of 73 after-school programs, the presence of an academic component was the largest predictor of a program producing significant academic improvements¶
Claim · All claims
Evidence · 1 study · reviewr2·q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Durlak and Weissberg's meta-analysis of 73 after-school programs found the presence of an academic component was the largest predictor of significant academic improvements. → Beckett 2009
Evidence¶
Beckett 2009¶
Beckett, M., Borman, G., Capizzano, J., Parsley, D., Ross, S., Schirm, A., & Taylor, J. (2009). Structuring out-of-school time to improve academic achievement: A practice guide (NCEE #2009-012). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuide/10
q3 · i? · review · r2
The guide cites, in a footnote on program goals, a meta-analysis of 73 after-school programs in which "the presence of an academic component" was the largest predictor of significant academic improvements. No effect size is printed.
"In a meta-analysis of 73 after-school programs, Durlak and Weissberg (2007) found that "the presence of an academic component" was the largest predictor of a program producing significant academic improvements."
Discussion¶
Related Claims¶
- Enhanced math instruction adapted to after-school settings produced modest but statistically significant math gains after one year, while enhanced reading instruction showed no differences — related
- UBMS provides intensive academic instruction in math and science — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
academic-component-largest-predictor-after-school-gains |
title |
In a meta-analysis of 73 after-school programs, the presence of an academic component was the largest predictor of a program producing significant academic improvements |
description |
In a meta-analysis of 73 after-school programs, the presence of an academic component was the largest predictor of a program producing significant academic improvements |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2009 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — beckett-2009 |
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