The Value of Out-of-School Time Programs

A RAND analysis finds that out-of-school-time programs are generally effective at producing the outcomes that would be expected by their content and design.
January 2017
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Table of Contents
Overview
More
Research Approach
Ideas In Practice
  • Author(s)
  • Jennifer McCombs, Anamarie Whitaker, and Paul Yoo
  • Publisher(s)
  • RAND Corporation
Page Count 23 pages

Summary

How we did this

RAND researchers examined evidence-based literature on out-of-school-time (OST) programs through the lenses of content, dosage (the hours of content provided), and outcomes measured. They focused on rigorous (i.e., experimental or quasi-experimental) large-scale evaluations and meta-analyses, with a particular focus on studies of academic and multipurpose programs.

What kind of benefits for youth can and should out-of-school-time (OST) programs produce? Academic gains? Enriching experiences? Safety and homework help?

A literature review conducted by the RAND Corporation on the value of OST programs helps answer this question. 

RAND researchers found that OST programs can generate multiple benefits for children. The value delivered, however, depends on the type and duration of programming offered. 

This conclusion, at first glance, may seem obvious. So why does it matter? Because differences in program goals, content, and outcomes often aren't considered when evaluating OST programs. Grouping programs according to these differences can provide a clearer picture of program effectiveness. 

RAND researchers suggest grouping OST programs into three categories: 

1) Specialty programs that help young people develop specific skills, like soccer or coding 

2) Multipurpose programs that include a mix of homework help, games, and enrichment 

3) Academically-focused programs that provide curriculum-based academic instruction delivered by a certified teacher 

Each kind of program tends to produce outcomes directly linked to its program content.

Additionally, the authors found that: 

  • Program design and content should reflect program aims. To develop social and emotional skills, for example, programs must have some element aimed at achieving that goal.
  • Academic programs can improve student outcomes. These are programs that provide curriculum-based academic instruction by a certified teacher. They should not be confused with homework help. 
  • Youth must attend OST programs to benefit. Including academics does not necessarily reduce program attendance at the elementary school level. 

The authors' recommendations include:

  • The value of OST experiences should be better cataloged and assessed. Benefits such as helping youth build relationships—with other adults and among other participants—are underreported. They are also understudied. 
  • OST programs for low-income students are worthy of public investment. They should be funded at levels that support high-quality, intentional programming. Policymakers, funders, and others should incentivize development of this programming. 
  • Expected OST outcomes should align with program content. Funders should expect those outcomes. Researchers should measure them.  
  • Attendance matters. OST programs should track—and try to maximize—student attendance. 

Key Takeaways

  • OST programs benefit participating students. The value for young people depends on the type and duration of programming.
  • Different OST programs have different goals, content, and outcomes. Grouping programs according to these differences can help provide a clearer picture of what is working and what is not.
  • Academically-focused OST programs can improve student outcomes. These are programs that provide curriculum-based academic instruction by a certified teacher. 
  • OST programs for low-income students are worthy of public investment. Funding should support and incentivize high-quality programming. 
  • Attendance matters. OST program operators should track—and try to maximize—student attendance. 
Quote

A combination of experiences over a course of years may contribute more to youth development, academic attainment, and life success than does one individual program.

Materials & Downloads

Figure 1: Public support for OST Programs has been fueled by three key factors
From p. 3 of the report
Table 1: Key Dimensions Linking OST Program Content to Primary and Secondary Outcomes
From p. 6 of the report

What We Don't Know

  • What are the primary outcomes of multipurpose OST related to family employment, homework completion, opportunity, and health and wealthness?
  • What are the primary outcomes of academic OST related to safety/supervision, family employment, opportunity, and health and wellness? 
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