Supporting social and cognitive growth among disadvantaged middle-grades students in TASC after-school projects [Executive summary]

Description:

A summary of a study of the relationship of features of after school services, designed and implemented by The After-School Corporation (TASC) in New York City, to social and cognitive outcomes among disadvantaged elementary and middle school program participants, based on surveys of participants, site coordinators, program staff, and school principals; participant attendance and academic performance records; program observations; and TASC program cost data

Resource Type:

Executive Summary

Author(s):

The After-School Corporation

Publisher(s):

Policy Studies Associates

Funder(s):

William T. Grant Foundation

Preparer(s):

Reisner Elizabeth R.; Russell Christina A.; White Richard; Rouk Ullik; Johnson Jennifer C.

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

Child Care and Early Education Research Connections

Supporting social and cognitive growth among disadvantaged middle-grades students in TASC after-school projects [Executive summary]

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Supporting social and cognitive growth among disadvantaged middle-grades students in TASC after-school projects