The Effect of Afterschool Program Participation on English Language Acquisition

March 1st, 2011 | RESEARCH

This study uses an innovative data source--the Youth Data Archive--to follow elementary and middle school students from a single school district over four academic years to discern any links between their afterschool program participation and English language development. Students attending the program had greater rates of gain in English development, but they did not necessarily achieve proficiency gains or redesignation as "fluent English proficient" sooner than non-participating students. These results point to the need for increased examination of the link between in-school and out-of-school activities in relation to English language acquisition.


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Team Members

Rebecca London, Author, Stanford University
Oded Gurantz, Author, Stanford University
Jon Norman, Author, Loyola Univeresity Chicago


Publication: Afterschool Matters
Volume: 13
Page(s): 22

Related URLs

NIOST Full Text


Access and Inclusion: English Language Learners
Audience: Educators | Teachers | Museum | ISE Professionals
Discipline: Education and learning science | Literacy
Resource Type: Peer-reviewed article | Research Products
Environment Type: Afterschool Programs | Public Programs