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			Access to supplemental education services in central region states Barley, Zoe, July 2007 (REL 2007�No. 007). Washington, DC: National Center for Education Evaluation and Regional Assistance. An exploration of the access of students in Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming to supplemental education programs as required by the No Child Left Behind Act	Reports & Papers
			Access to supplemental education services in central region states: Summary Barley, Zoe, July 2007 (REL 2007�No. 007).Washington, DC: National Center for Education Evaluation and Regional Assistance. A summary of an exploration of the access of students in Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming to supplemental education programs as required by the No Child Left Behind Act	Executive Summary
			Adjustment to the first year in school: A Singapore perspective Yeo, Lay See, 2006 European Early Childhood Education Research Journal, 14(2), 55-68 An examination of adjustment to school by 90 first graders from different ethnic, language, and socioeconomic backgrounds entering a school in western Singapore	Reports & Papers
			Advocating for after-school programs Friedman, Lucy N., 2002 Ideas for an Open Society, 2(2). A review of the benefits of after-school programs for school-age children	Other
			An African American youth mentoring program: A pilot study Johnson, Martin K., 2005 Unpublished doctoral dissertation, James Madison University, Harrisonburg, VA An investigation of the effectiveness of a youth mentoring program in terms of character, skills, and attitude development in order to help prepare African American young people for school and life success	Reports & Papers
			Afterschool and technology training Afterschool Alliance, 2001 (Afterschool Alert Issue Brief No. 5). Washington, DC: Afterschool Alliance. An informational brief that uses nationally representative examples of after school programs that help school age children acquire technological skills that they will need for future academic success and employment	Fact Sheets & Briefs
			Afterschool, community service and volunteerism Afterschool Alliance, 2002 (Afterschool Alert Issue Brief No. 10). Washington, DC: Afterschool Alliance. An issue brief discussing a variety of afterschool programs that encourage students' involvement in public and community service	Fact Sheets & Briefs
			After-school math National Center for Education Evaluation and Regional Assistance, February 2009 (NCEE 2009-4057). Washington, DC: National Center for Education Evaluation and Regional Assistance. A description of a study on the effectiveness of the Harcourt Mathletics program, an after school mathematics intervention for children in grades two through five, based on data from children in 25 after school programs who were assigned by lottery to receive the Mathletics intervention or the regular after-school programming	Fact Sheets & Briefs
			An after-school program for elementary school aged children: Academic and socio-emotional outcomes Vanderploeg, Jeffrey J., 2005 Unpublished doctoral dissertation, Bowling Green State University, Bowling Green, OH An investigation of the effects of an after-school program on elementary school students' academic and socioemotional outcomes, examining the relationship between students' outcomes and duration of program participation	Reports & Papers
			Afterschool program participation and the development of child obesity and peer acceptance Mahoney, Joseph L., 2005 Applied Developmental Science, 9(4), 202-215 A longitudinal study of the relationship between after school program participation and the obesity and peer acceptance of early elementary school children	Reports & Papers
			After-school reading National Center for Education Evaluation and Regional Assistance, February 2009 (Evaluation Brief 2009-4056). Washington, DC: National Center for Education Evaluation and Regional Assistance. A description of a study on the effectiveness of the Success for All Foundation's Success for All reading program, an after school reading intervention for children in grades two through five, based on data from children in 25 after school centers who were assigned by lottery to receive the Adventure Island intervention or the regular after-school programming	Fact Sheets & Briefs
			After-school tutoring in the context of No Child Left Behind: Effectiveness of two programs in the Pittsburgh Public Schools Zimmer, Ron W., February 2010 Economics of Education Review, 29(1), 18-28 An examination of the relationship between both student math and reading scores and participation in either the supplemental education services program or the educational assistance program, and a study of program features associated with academic achievement, from surveys and test scores of participating students from the Pittsburgh Public Schools	Reports & Papers
			America after 3 PM: A household survey on afterschool in America [Executive summary] Afterschool Alliance, 2004 Washington, DC: Afterschool Alliance. A summary of a survey of overall participation in K-12 after-school programs and other types of after school care	Executive Summary
			Back to the future: The Brownstone and FutureLink after-school programs for homeless children Institute for Children and Poverty, 2001 New York: Homes for the Homeless. A discussion of the Brownstone/FutureLink program and its approach to the academic encouragement of homeless children	Reports & Papers
			Building resilience: A study of the academic achievement, school attendance, and self-concept of students in grades 3-5 who participated in a 21st Century Community Learning Center's after-school program Chappel, Linda J., 2004 Unpublished doctoral dissertation, University of North Carolina at Chapel Hill An investigation of the effects of different rates of participation in an after school program on children's perceived competence and social acceptance, reading and mathematics achievements, and school attendance	Reports & Papers
			Child outcome standards in pre-k programs: What are standards; what is needed to make them work? Shore, Rima, March 2004 (Preschool Policy Matters Issue 5). New Brunswick, NJ: National Institute for Early Education Research. An overview of child outcome standards in Prekindergarten programs, how they relate to the standards movement in K-12 education, and what conditions are necessary to ensure their effectiveness	Fact Sheets & Briefs
			Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade Hair, Elizabeth C., Q4 2006 Early Childhood Research Quarterly, 21(4), 431-454 An analysis of patterns of young children's school readiness at school entry and an examination of how these patterns predict their academic, health, and social outcomes in the first grade, using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Cohort	Reports & Papers
			Can intervention early prevent crime later?: The Abecedarian Project compared with other programs Clarke, Stevens H., 1998 Early Childhood Research Quarterly, 13(2), 319-343 A comparison of the Abercadarian Project�s study of youth crime and delinquency among its participants with other early childhood prevention programs	Reports & Papers
			A comparative study of after school programs in Fresno County: Search for factors related to high effectiveness Catania, Kathryn J.H., 2005 Unpublished doctoral dissertation, Alliant International University, Fresno, CA An investigation of after-school program factors related to Fresno County students' academic outcomes	Reports & Papers
			A comparative study of small group fluency instruction Kuhn, Melanie, 2005 Reading Psychology, 26(2), 127-146 A study evaluating the effectiveness of three intervention strategies for developing reading fluency among elementary school children	Reports & Papers
			Critical hours: Afterschool programs and educational success: Highlights sheet Miller, Beth M., 2003 Quincy, MA: Nellie Mae Education Foundation. Brief highlights from a larger review of the literature covering the effects of after school programs on the academic achievement and overall development of middle school students	Fact Sheets & Briefs
			Day-care participation as a protective factor in the cognitive development of low-income children Caughy, Margaret O'Brien, 1994 Child Development, 65(2 Spec. No), 457-71 A study of the impact of child care participation during the first 3 years of life on the cognitive functioning of low-income, school-age children	Reports & Papers
			A day in third grade: A large scale study of classroom quality and teacher and student behavior NICHD Early Child Care Research Network, 2005 Elementary School Journal, 105(3), 305-323 A study evaluating the quality of 780 third grade classrooms observed as part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD)	Reports & Papers
			Detangling data collection: Methods for gathering data Bouffard, Suzanne, 2004 (Out-of-School Time Evaluation Snapshot No. 5). Cambridge, MA: Harvard Family Research Project. A review of different data collection methods used in evaluations of school age child care programs	Fact Sheets & Briefs
			Developing a more inclusive social identity: An elementary school intervention Houlette, Melissa A., April 2004 Journal of Social Issues, 60(1), 35-55 An analysis of the impact of the Green Circle program, a four-week intervention aimed at widening circles of inclusion for first and second graders	Reports & Papers

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