Targeted after-school math and reading instruction has mixed results

On Board Online • February 8, 2010

By Paul Heiser
Research Analyst

Structured after-school academic instruction in elementary school produced positive and statistically significant impacts on student achievement in math but not reading, according to the results of a new study commissioned by the U.S. Dept. of Education.

The study examined 15 enhanced after-school math and 12 enhanced after-school reading programs implemented in 27 after-school centers over two school years –  2005-06 and 2006-07. The centers were located in 11 sites within 10 states and included schools and community-based organizations in a variety of municipalities across the country. Class sizes were approximately nine students per instructor in both subjects, and students in the enhanced programs received instruction that was more structured and intensive than did regular after-school program students.

To read the complete report, go to http://ies.ed.gov/ncee/pubs/2009 4077/study.asp.