Abstract
Afterschool programs can bridge opportunity gaps by providing children with venues for learning and cultivating socioemotional skills. This paper examines the relationship between attendance in afterschool programs in a Vermont school district and two academic outcomes (the Scholastic Reading Inventory/SRI and the EasyCMB math test) using cross-sectional data from Spring 2018. Using multivariate regression analysis, this study found a positive association between afterschool program attendance and academic achievement on these tests. Moreover, the findings indicate the persistence of socioeconomic academic disparities. While the study’s design does not permit causal claims, the results suggest that afterschool programs are a valuable resource for students. Further research is needed to determine the causal impact of attendance on academic outcomes.
Recommended Citation
Cabra Hernandez, Hans W.
(2026)
"Afterschool Program Attendance and Academic Outcomesin a Vermont District,"
Journal of Youth Development: Vol. 21:
Iss.
2, Article 12.
DOI: https://doi.org/10.34068/jyd.21.02.12
Available at:
https://open.clemson.edu/jyd/vol21/iss2/12
Included in
Child Psychology Commons, Civic and Community Engagement Commons, Community-Based Learning Commons, Developmental Psychology Commons, Leadership Studies Commons
