College of Arts and Sciences
Family and Consumer Sciences--Teacher Certification
attendance, quality, after-school program
Childers, Emily A., "Quality and Attendance in After-school Programs: Relationships and Training Procedures" (2016). Senior Honors Theses. 633.
The quality of an ASP (after-school program) has a great effect on the development and academics of a student, and ways to improve the quality include continual training for staff, positive student-leader relationships, and frequent participation by family in the ASPs. ASPs consist of students and staff members, and their goal is to increase academic success and social development while decreasing delinquency. ASPs have a wide appeal because they keep students away from potential harm after school, help mentor students, and let students participate in projects that have personal meaning to them. Students from a lower SES (Social Economic Status) tend to benefit most from after-school programs. Those who attend after-school programs tend to improve academic grades and social and psychological development, but after-school programs also have issues involving delinquency and ineffectiveness. The most important factor in ASPs is the quality of the relationships between students and the ASP volunteers. Three site evaluations discuss the importance and effect of quality on the development and success of students in such programs. While quality is always beneficial, several problems exist regarding program barriers and achieving quality. Future changes to improve quality of the programs include teachers working at schools at after-school programs, focusing on smaller sized programs, and improving the quality of the staff.