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Racial Differences in the Effectiveness of After School Programs

dc.contributor.advisorGottfredson, Deniseen_US
dc.contributor.authorSon, Danielen_US
dc.date.accessioned2010-10-07T05:44:19Z
dc.date.available2010-10-07T05:44:19Z
dc.date.issued2010en_US
dc.identifier.urihttp://hdl.handle.net/1903/10819
dc.description.abstractAfter school programs (ASPs) are intended to support children by providing supervised academic and recreational activities during after school hours. Recently ASPs have been gaining popularity and public support which has led to increased funding for such programs. Before we increase federal funds further, it is important to know whether these programs are effective. The research on the effectiveness of ASPs is mixed and inconclusive. Therefore more research is needed. The focus of this study is to see if ASPs are differentially effective for students in different racial groups. The ASP was implemented in five low-performing middle schools in Baltimore County. Students were randomly assigned into treatment and control groups. No significant interactions of race by ASP were observed. A marginally significant interaction (p<.10) was observed for math scores and victimization. The marginally significant interactions were explained by pre-treatment variables. Race does not play a major role in the program effects of ASPs.en_US
dc.titleRacial Differences in the Effectiveness of After School Programsen_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentCriminology and Criminal Justiceen_US
dc.subject.pqcontrolledBehavioral Sciencesen_US
dc.subject.pquncontrolledAfter School Programsen_US
dc.subject.pquncontrolledRace Differencesen_US


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